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LIBRARY

UNIVERSITY OF CALIFORNIA.

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Oass SS34-

SCHOOL DEVICES

A BOOK OF

W 'AYS AND SUGGESTIONS FOR
TEACHERS

EDWARD R: SHAW

Of the High School, Ycnkers, N. Y.

WEBB DONNELL

Of Washington Academy, East Machias, Me.

NEW YORK
E. L. KELLOGG & CO.

1891

AND
WEBB DONNELL.

PREFACE.

THIS book has been prepared with the object of
presenting in compact form a great number of devices
for bringing freshness and life into the school-room.

Unless great vigilance is exercised, monotony creeps
in, and becomes the depressing accompaniment of
school work. No worker needs more of invention
than the teacher, yet no other worker has an envi-
ronment that is so hostile to its development. The
teacher is reaching down continually to minds below

him. Day after day spent under these conditions
clogs invention.

In recognition of this fact, the great body of progres-
sive teachers seek to take advantage of the best
experience of others, adapting to their own needs
whatever may be deemed suited thereto. In confir-
mation of this, we point to the great number who are
subscribers to school periodicals for the express pur-
pose of obtaining new suggestions which they may
apply in their own school-rooms. But a school journal
must cover the whole range of educational work, and,
therefore, the space devoted to devices must of neces-

4 PREFACE.

sity be limited. This book aims to supplement the
work of the papers by placing in convenient form, for
constant use at the teacher's desk, the result of much
experience in making the work of the school-room
effective and attractive.

While the device is of undoubted advantage in school
work, it is important to consider its relative position
as a factor in education. Some teachers, in their
efforts to secure attention and make their work at-
tractive, have unfortunately lost sight of the proper
balance that should be maintained between that which
is novel and the fundamental principles which under
lie all teaching ; and have come to believe, erroneously,
that good teaching requires one to be continually seek-
ing for new and striking ways in which to present
ideas, substituting brilliancy and variety for the pains-
taking drill which the majority of teachers find essen-
tial to success in their work. A device should be used
as a condiment to add spice to the constant iteration
and reiteration of first principles.

In addition, however, to that which is to be regarded
as partaking purely of the character of a device, there
will be found in the book a great number of ways and
suggestions which will be of especial advantage to
those who are just entering upon the work of teaching.
These, having had no previous experience, must rely
to a great extent on that of others. While the idea of
teaching by any given formula is not to be advocated,
yet it is believed that in a multitude of suggestions
for accomplishing a given result, the teacher can

PREFACE 5

select that which seems best suited to his own
needs.

We have inserted a large number of devices upon
many topics, not with the idea that they should all be
used in any particular case, but to afford a wide range
for selection.

While the greater part of the book is fresh and
original, having been gathered from our own experi-
ence and from the experience of many other teachers
whose work has fallen under our observation, we take
pleasure in giving credit to the numerous school peri-
"bdicals of the country from whose pages we have
drawn devices which seemed worthy of permanent
preservation. In most instances, whatever has been
selected has been recast to adapt it more fully to our
use.

YONKEBS, N. Y., May, 1886.

The author of this volume has recently published a
helpful book for teachers, entitled "The National Question
Book." It contains 6,000 questions and answers on
twenty-two different branches of study. It is a general
review of the common and high school studies. It is
carefully GRADED into grades corresponding to those
into which teachers are usually classed. It is a useful
reference book for every teacher and private library.
Many thousands of copies have already been sold. It is
by far the most helpful and accurate book of questions
published. Beautifully bound in buckram. Price $1.50
net, postpaid. First-class agents wanted to introduce it.
Address E. L. KELLOGG & G0.9 New York or Chicago.

CONTENTS.

CHAPTER I.

PAGE

Language . » » . 9

CHAPTER II.
Geography - . . 42

CHAPTER III.
Spelling .62

CHAPTER IV,
Reading 0 . . . • 74

CHAPTER V.
Arithmetic. 85

CHAPTER VI.
Personal Suggestions 132

CHAPTER VII.
Schoolroom Suggestions 144

8 CONTENTS.

CHAPTER VIII.

PAGE

Outside the Schoolroom 174

CHAPTER IX.
History . . . . 180

CHAPTER X.
Physiology „ . „ . . 200

CHAPTER XI.
Seat-work .215

CHAPTER XII.
Drawing 224

CHAPTER XIII.
Penmanship and Apparatus 237

CHAPTER XIV.

Bible Readings .......... 245 to 278

OF THE

SCHOOL DEVICES.

'- _

CHAPTER I.

LANGUAGE.

Mind-Pictures.— Try to set the little people's im-
agination at work, even when they are very young.
It is sure to be pleasant work to the small dreamer.
Let him listen to some simple but pretty word-picture,
and then ask him to paint it over again for you— in
this wise, perhaps :

"Now, little folks, shut your eyes, and in a minute
be all ready to tell me just what the eyes in your mind
are seeing." Then read something like this: " AU night
the little blossom held up its cup to catch the dew."
"The robin and the bluebird, piping loud,
Filled all the blossoming orchard with their glee."
" I see the lights of the village

Gleam through the rain and the mist. "
" Silent came the gathering darkness,

Bringing with it sleep and rest;
Save a little bird was singing
Near her leafy nest."

"By ten o'clock the sun shone brightly against the
window-glass, and the warm fire within helped make
the window-sill comfortable ; and here all five of the
birds perched, thus getting the full force of the sun's
rays."

Any such bits of pictures may be used, and very soon
the little pupil will be able to describe them. Help
him to do this in simple words, as if he were looking
at the picture in very truth. The exercise may be
varied by introducing some nursery rhyme, as—

10 SCHOOL DEVICES.

" There was a little, very little,

Quiet little man,
He wore a little overcoat

The color of the tan."

A Way to Prepare Pictures for Young Pu-
pils.—If you use pictures for language work in the
lowest grades, an excellent plan is to paste the pictures
upon stiff paper or pasteboard, leaving an edge or bor-
der around the engraving. On this border write such
words as you think the pupil will probably wish to
use, but which are beyond his knowledge to spell. In
this manner a difficulty to the pupil's composition is
removed ; for if unaided in this way, he works under
a restriction that discourages, because the work is
simply too hard.

Supplying the Proper Word.— In the following
phrases let the pupil supply the proper words; as,
" A of gloves," a pair of gloves:

A of ducks.

A of mice.

A of bees.

A of cattle.

A of birds.

A of horses.

A of partridges.

A of oxen.

A of needles.

A of milk.

A of books.

A of paper.

A Language Lesson.— Put these sentences upon
the board and have the pupils fill in the blanks. If
there is not time during school hours to write the sen-
tences on the board, transcribe them upon blank cards
and let the pupils copy these upon their slates. While
it may take longer to write the cards, they can be used

LANGUAGE. H

again and again, and taken to another school, should
the teacher change his field of labor.

In these sentences supply the missing pronoun:

(1) Father drove Martha and to school.

(2) Let James and carry it.

(3) May John and get a pail of water ?

(4) They have all gone but .

(5) boys are studying Latin.

(6) The teacher said girls must come early to-
night.

(7) The difference between you and is that you

have two study periods a day, while I have none.

(8) To did you give it?

(9) Who borrowed my slate? .

(10) Kalph is older than .

(11) do you wish to see?

In the following supply the omitted verb :

(1) I am more tired than you ; will you let me

down on the lounge?

(2) Yesterday I on the sofa all the morning.

(3) Is the table yet?

(4) Fetch a chair for Mr. Smith, Jane. down,

please, sir.

(5) the magazine on the table and let it there.

(6) The dog came in and down before the table.

(7) He has away.

(8) He was ing on the bed when I came home.

(9) The carpenter has the posts on the ground,

where he is to build the fence.

Let the work be brought to the recitation, and the

12 SCHOOL DEVICES.

sentences read, the class deciding when the correct
form is used.

Weekly Plan of Language Work for Lower
Grammar Grades.— Monday— Letter-writing; drill
in naming parts of speech.

Tuesday — Written reproduction of some selection;
drill in writing plurals and possessives.

Wednesday— Reading of short poems; practice in
talking ; children telling the story of the poem.

Thursday — Memory exercise; recitation of quota-
tions from authors ; principal element of a sentence.

Friday — Re views.

Writing Ordinals.— The proper form for writing
first, second, third, fourth, etc., is 1st, 2nd, 3rd, 4th,
and not 1^, 2*?.d, 3^, 4^; because 4th is as really fourth
as the full word. To show that this is true, let
the teacher write on the board 5, and ask the pupils
to read it. They will say "Five." In another place
write "th," and ask them to pronounce it also. In
still another place write u 5th," and ask them to read
it. They must say " Fifth." If it be true to write
fifth, " 5th;" fifteenth, 15th, we must also write as one
word 1st, 2nd, 3rd.

Correcting Bad English. — A valuable lesson in
grammar can be made by showing to the class the
errors which are most commonly made in speaking.
Give a sentence containing the word in question,
pointing out the error, and write the correct form of
the word on the board.

Many people say " I done it," for " I did it;" " I have

LANGUAGE. 13

got it," for "I have it;" "He ain't there," for "He
isn't there;" " I hain't got none," for "I haven't any."
The verbs lay and lie are commonly interchanged.
After teaching the inflection of these verbs, it will
assist the pupil in using them correctly if he be made
to see that lay must have an object, expressed or
understood, and that lie has not. Now, if he be taught
to consider in using the words whether an object is
expressed or understood, he will soon come to use
these verbs properly, and will readily see that such a
sentence as "The boat lays at her moorings" is wrong,
for the reason that the boat cannot lay anything.
Other improper usages of words will occur to the
teacher to be used in this connection.

For Beginners in Composition.— For composi-
tion work with small pupils select simple topics, and
such as are sure to be familiar to them. The follow-
ing questions are suggested which they may answer
in the form of a narrative :

At what time did you start for school ?

What did you bring with you ?

Who came with you ?

In what did you carry your books ?

Tell what you can about the books.

What did you see on your way ?

Whom did you meet ?

What did you say to them, and what replies did
they make ?

Whom did you find in the school-house ?

What did you do after you came into the school-
room ?

14 SCHOOL DEVICES.

To such questions as the following, as extended
answers as possible should be required :

What is found inside an apple when it is cut open ?

What is the material of a little girl's apron ?

Of what are shoes made ?

Who makes the leather, and from what is it made ?

What covers the outside of a tree, and what is its
usual color ?

Of what are baskets made ?

Describe the different parts of an apple.

Tell all you can about the colors of flowers.

How many holidays are there in a year ? Name
them.

Mention the different things that grow in your
garden.

What animals like to eat apples ?

What do animals eat besides apples ?

Word-developing.— Say to the class, "There is a
man standing on a small island in the middle of a
lake. How will he get to the shore ?" Some will
answer, "He will swim;" others, "He will row over
in a boat." Ask them to describe the manner of row-
ing, and let a figure of an oar be drawn on the board.
Write ' ' oars, " i ' rowed, " ' ( swim, " upon the board. i l If
the man stops rowing, what will happen to the boat ?"
"It will float," "It will drift." Ask for the full
meaning of "float" and "drift," and write them on
the board. "What will happen if the boat gets into
the rapids?" "Upset," will be answered. This may
be continued until a sufficient number of words have
been developed. Let each word be correctly spelled
and pronounced, and accurately defined. Let each

LANGUAGE. 15

pupil in turn form a sentence with one or more of
these words in it, and write it on the board. Finally,
tell the class to write out the whole story which has
been outlined, and bring it to be read at the next
recitation.

An Easy Exercise in Composition.— Having
spoken to a class about the senses and what they tell
us, direct the class to write out what their senses tell
them about the following things : an apple, a knife, a
lead-pencil, a bottle of ink, a flower, a clock, a piece of
chalk, a box, a piece of charcoal, etc.

Compositions from Pictures.— If pupils are
asked to bring to school all the pictures they can get
from books and papers, the teacher will thus obtain
much good material for composition work. Take the
pictures, trim them close to the edge of the engrav-
ing so as to cut off all reading, then paste them upon
pieces of pasteboard, and they are in condition for
long wear. Distribute them to pupils and ask them to
write what they can about the picture. When a pupil
has written about a picture, let him write his name
upon the back of it, so that it may not be given him a
second time.

Plan for Oral Composition.— Cany to the class
some entertaining book— either a story or a description
of travel— and have a page or two read by one of the
class. The book is to be closed at this point and
another asked to tell what has been read. The rest
may correct any errors either in language or in the
statement of what has been read. When a sufficient

16 SCHOOL DEVICES.

amount has been produced, ask all the members of the
class to write out what they have heard and bring it
in the next day. After some practice in this kind of
work, they may be allowed to take the main points of
the story or description and add any thoughts of their
own which are appropriate to the subject.

Debating Exercises.— Select some subject within
the capacity of the pupils, and appoint a number to
debate it. If the number be six, assign three to the
affirmative and three to the negative side. Let a jury
of scholars be chosen, who, when all the arguments
are presented, shall decide for the one side or the
other. It will be well to have the arguments pre-
sented in alternate order; first, one upon the affirma-
tive side, followed by one upon the negative.

Select subjects that are of practical importance and
of general interest, and in regard to which the pupils
can readily gain information either by inquiry or read-
ing.

Language-drill in Every Lesson. — Make every
lesson a drill in language. Whatever be the topic,
correct all errors in grammar and pronunciation. En-
courage your pupils to choose carefully and wisely the
form in which they state either questions or answers.
Wise guidance in this direction will bear rich fruit in
later years.

Letter-writing. — In connection with the work in
grammar and rhetoric, see that your pupils have
plenty of practice in writing letters. Probably in no
branch are pupils found so deficient, on leaving school,

LANGUAGE. 17

as in this. Have frequent exercises in writing busi-
ness letters, and in these see that the following points
are observed: (a) They should be brief and to the
point. (6) They should contain nothing but matter
relating to the business in question, (c) Nothing
should be written in such a manner as to allow a
chance of misunderstanding, (d) The date, name, and
address of the writer should be plainly written.

In ordinary letters of friendship, while it is absurd
to give rules, it is of advantage to bring out the points
given below. Pupils frequently have the erroneous
idea that an unusual and formal style must be used in
letter-writing, thus destroying the simplicity and nat-
uralness of their productions.

1. Letters should be written in a conversational
style, and this can be obtained by writing just as one
would speak to another, face to face.

2. Unless the letter is to a very intimate friend, the
writer should say but little of himself.

3. Let it be remembered that in writing a letter one
is placing in black and white that which may stand
for years. Care should therefore be exercised that
nothing be written which one might afterwards regret.

Matter for Letters.— 1. Write a letter to a class-
mate who left school a week ago, relating whatever of
interest has occurred in school for a few days past.

2. Write a letter to a friend describing how you won
in one of your games.

3. Write a letter to a friend inviting her to a game
of tennis or croquet to-morrow afternoon.

4. Write a letter in the third person inviting Mrs.
Kate Wildey to dinner.

18 SCHOOL DEVICES.

5. Write a letter to your mother, supposing her to
be away from home for a week.

6. Write a letter to a friend regretting that you
were unable to drive over to see him last Saturday.

Forms of Business Letters. —Give your pupils
such forms of letters as one would use in many differ-
ent kinds of business. Such, for instance, as the fol-
lowing to a publishing house :

Providence, R I., Dec. 5, 1885.
Houghton, Mifflin & Co.
Gentlemen, —

Enclosed find four dollars ($4), for which
please send the Atlantic Monthly for one year to my
address.

Yours truly,

J. L. PARSONS.

Papers Written from Recitation Notes. -
Not only should the pupil be required to reproduce
from material placed before him or related by the
teacher, but he should be required to take notes in the
recitation and elaborate them, reading them the next
day in class as called upon. If the pupil is studying
science, let him write out a full report of experiments
made by himself or by the teacher. These may be il-
lustrated by drawings of the apparatus used. It will
be well to allow illustrations in any of the composi-
tions if the writer is capable of producing them. For
such work unruled paper should be used.

Equivalent Forms of Expression.— As a drill in
language, ask your class to change a given expression
into one containing the same idea, but set forth in dif-
ferent language. Ask them to express dry, matter-of

LANGUAGE.

fact prose in a lively, poetic form ; and, in general, let
them take any sentence and express it in a different
way. Give them newspaper-cuttings to express in a
clearer, more incisive manner. They will thus get in
the habit of choosing the form of speech which will
most accurately express the meaning desired.

Device for Use of Capitals. — Let the pupils
of the grammar grades copy in their note-books this
condensed plan of the rules for the use of capitals :

20 SCHOOL DEVICES.

Excerpts to Write Out from Memory.— In the
newspapers will be found many short stories or de-
scriptions, well written and entertaining, which it will
pay to cut out and paste upon cards for use in repro-
duction. Let a card he handed to each student, allow
three or four minutes in which to read the printed
sketch, and then collect them. After which require
each one to write out from memory what he has read.
Below are given excerpts to show what is meant:

HOW THE JINGLET GETS INSIDE.

The making of sleigh-bells is quite an art. The little iron
ball is too big to be put in through the holes in the bell, and
yet it is inside. How did it get there? The little iron ball is
called the " jinglet." When you shake the sleigh-bell it jingles.
In making the bell this jinglet is put inside a little ball of mud,
just the shape of the inside of the bell. This mud ball with
the jinglet inside is placed in the mould of the outside, and the
metal is poured in, which fills up the space between the ball
and the mould. When the mould is taken off, you see a sleigh-
bell, but it will not ring, as it is full of dirt. The hot metal
dries this, so that it can be shaken out. When this has been
done the little iron jinglet will be found inside the bell, and
the bell will ring. It took a great many years to think out the
way to make a sleigh-bell. — The Christian Union.

SAVING A LIFE.

One day last winter, '83-'84, when the mercury was down
somewhere in the forties below, an open sleigh -stage was mak-
ing its way along a mountain road between two Montana
towns. The only passengers were a woman and her young
child. They were scantily clad for the rigorous weather, and
the woman removed one of her wraps to protect the child. The

LANGUAGE. 21

driver discerned that she was growing drowsy, and warned her
of the deadly peril of falling asleep. It was of no use, nor did
the vigorous shaking he gave her serve to keep her awake.
Finally the driver seized her, threw her out into the road, and
drove off with the child at a rapid pace. This last expedient
was successful. Awakened by the shock of the fall, the
woman saw the stage disappearing with her child. Her mater-
nal instincts wrere aroused. She ran after the stage as fast as
she could; the driver slackened up a little, but did not stop till
he saw that the poor mother was thoroughly warmed by the
exercise. Her life was saved. An hour later the stage reached
a station, where buffalo robes were obtained to protect her
against the deadly cold for the remainder of the journey. — The
Youth's Companion.

Require Plan in Composition-writing. —In

composition work the pupil should be taught to plan
his work in a logical way. He should first make an
outline of the subject, arranging the topics in divi-
sions and subdivisions. After some practice of this
sort, upon selecting a subject he will instinctively be-
gin to analyze it, picking out the chief points, and the
different ways in which these chief points may be
treated.

To Exercise the Imagination.— The following
are designed for written exercises. The title, direc-
tions, and hints may be written upon the board. Each
pupil should write the title properly upon his paper
and then, with the aid of the suggestions given, relate
the imaginary details.

1. The adventures of a five-cent piece.

Tell where and when it was coined. Who first ob-

22 SCHOOL DEVICES.

tained it from the taint. How many times it was spent,
and for what purposes. Where it is now.

2. The life of a canary-bird.

Imagine a canary telling all that has happened to
him from the first day of his life. Where he has lived.
What he has done. What he thinks of some of the
people he has seen. What he likes to do. What he
would do if he could.

3. A family of five people at tea.

Imagine five people at tea. Describe and name
them. Tell what they are talking about. Tell some
of the things they say. Tell where they go as they
leave the room.

4. A brook.

Imagine a pretty little brook, winding about among
the meadows and through the woods. Tell where
it starts, and where it expects to go to. What it
finds in its way, and why it is so crooked. What
flowers grow upon its banks. What it does for the
flowers that grow on its banks. Tell about a big
shady pool in one place and what lives there. Tell
about a shallow place where the sun shines, and the
stones at the bottom of this place. How people cross
the brook; what animals do when they come to it.
What happened once at a certain place. What makes
it grow larger ; where it goes.

5. What I should like to do.

Imagine that you are now able to do just as you
please; state what you would. do. Give particulars
and reasons for your choice.

LANGUAGE. 23

Suggestions about Local Subjects for Com-
positions.—There is, in almost every locality, some
folk-lore, legend, or tradition. Let the pupils hunt up
these and embody them in a paper. "Historical
Hereabouts" is a good subject for such a paper. For
an instance of tradition, say to the class, l * I have heard
a story of a hermit who used to live about here years
ago. Many things are told of him which are interest-
ing. Now, I wish you to inquire here and there, learn
all you can about him, and make an interesting paper
to read to the class or school."

Again, the teacher may say, " You have seen apiece
of marble in the rough, or after it has been sawed, and
also after it has been polished. The way in which this
is done is very interesting. Who would like to go to
the marble cutter's, watch the work, and then write
a description of it ?"

A Letter Written upon Blackboard by All
the Class.— Send a pupil to the board and tell him to
begin a letter. After he has written a few sentences,
send another to add a new thought, and then another
and another. The last pupil is told to close the letter.

Choice of Words.— To create the habit of choosing
the best word to express an idea or describe an object,
place upon the board sentences arranged as in the fol-
lowing, and ask the pupil to choose the proper word.
The examples given may be extended by the teacher :
C nice )

1. She has < agreeable > manners.

( graceful )

(lovely )

2. She has a ^pretty > dress.

( elegant }

24 SCHOOL DEVICES.

C some )

3. He is < somewhat > better.

( much )

(fearfully )

4. The weather is < terribly > cold.

( unusually )

5. She looks very]
6- Almost j
7'Itisa{rSly }^ce book.

9. This is { ^e^y \ said than done.

10. Mine is not \ ff [ good as his.
( s° )

{magnificent ]
£ndid day.
beautiful j

12. Her dress looks j ™^y

Order of Criticism.— The following order of criti-
cism for written work may be used by teachers and
by students in deciding upon the merits and defects of
compositions. It will be seen that the first point to be
noticed in any given article is the thought, taken as a
whole. It will be apparent that this is of more conse-
quence than the spelling and the use of capitals.
While these points are important, the student should
be made to feel that in this work he must have a clear

LANGUAGE. 25

conception of the thought before beginning to write,
and that this will be first taken into consideration by
the teacher. Other points follow in the order of im-
portance.

I. The thought.
II. Order of thought.
III. Expression, or use of language.

1. Use of words.

2. Style.

3. Grouping of sentences.

4. Capital letters.

5. Spelling.

6. General appearance.

Frequently it is profitable to collect all the essays,
assign them to different members of the class, asking
each to read the essay and write a criticism upon it.
If the criticism is unduly severe and captious, hand
both essay and criticism to another student who will
give a just estimate of both.

Plan for Rapid Correction of Compositions.

—Where a large number of impromptu compositions,
or reproductions from memory, are handed in every
few days, and it is found difficult to go over each one
carefully, it is well to use the following plan. Select
at random eight or ten of the papers and correct them,
noting carefully the characteristic errors. Bring these
before the class and make clear your corrections.
These corrections will probably apply to a large part
of the papers. At the next writing of compositions,
take eight or ten papers belonging to other pupils and

26 SCHOOL DEVICES.

continue in this way until each pupil's work has passed
under your eye.

To Fold and File Essays.— Essays should be
folded lengthwise and placed in a pile so that the cen-
tre of the page, where the fold conies, shall be upon
the right hand. Then let the name be written across
the top, and a rubber band placed about them. Any
desired essay can be quickly found by running over
the bunch with the right hand, each essay being
raised entire, as there are no edges of leaves on the
right side. In obliging pupils to follow this plan, the
teacher trains them to file papers as business men do.

Assigning a Subject for a Composition.—
Often a subject may be invested with interest and
given a strong start by some such introduction as
the following: uThe subject I wish to assign for the
next composition is about a wonderful instrument.
In all the range of inventions since the world began,
not one can be compared with this. The more you
think of it and study it, the more strongly will you be
impressed with the great skill of the inventor, and the
more plainly will you see the many marvellous uses to
which it is adapted, feiid how much has depended on
it during all time. The subject is— (the teacher here
writes upon the blackboard) The Human Hand.

Character Sketches.— Select from fiction or
travels a few sketches of character and read these to
the class for illustrations. As soon as the class has a
clear idea of what is meant by a character sketch,
say that for the next composition you shall expect

LANGUAGE. 27

from each a character sketch. They are not to
name the person, but may take any character they
know. Of course, the teacher will use time enough in
reading the character sketches, and in speaking of
them, to show the class that in their first attempts
they should select some person whose characteristics
are strongly marked.

I II ustrati ve Syntax.— Instead of giving pupils false
syntax to correct, vary the work by writing on the
board as many of the rules of syntax as you wish to
give for a lesson, and ask the pupils to write sentences
to illustrate these. If, for instance, the rules given in-
clude these, " Two or more singular subjects connected
by or or nor require a singular verb," " Two or more
singular subjects connected by and require a plural
verb," the pupil should write on his slate such sen-
tences as the following: " Neither gold nor silver
was found in the mine," " Either John or Henry is
going," " Mary and Susan are going," "The sun and
the moon were visible."

A Talk on Language.— To break the monotony
of the usual work and at the same time to increase the
knowledge of the pupils, give a short talk on language,
such as a teacher gave one morning. He said : "Now,
if you will give me your attention for a few moments,
we will talk over some of the mistakes that people are
apt to make in conversation. For instance, I heard
one of the scholars say to another, as I came into the
schoolroom, Til go a little ways with you.' He
probably meant that he would go a little way, or a
short distance, with his companion. I also heard one

28 SCHOOL DEVICES.

of the girls say to another, 'He don't know.' Will
any one tell me the full form of 'don't?' Several
voices, 'Do not.' Very well, 'He do not know' does
not sound correct. What should have been said?
4 He doesn't know.'

"I frequently hear one pupil say to another, 'It's
time we went.' Went denotes past time. What is
the proper thing to say? l IPs time to </o,' or, better,
4 It is time we should go.' "

The teacher continued to show in the same way the
incorrectness of such expressions as, This is the longest
(referring to two) ; I feel badly; Head the last two
verses ; Quite a number ; I would as leave go ; Where
have you been to ? He ain't got none.

A Grammar Lesson.— Many incorrect forms of
speech are here given which should be brought to the
attention of the pupils, and the proper corrections
made. Let the pupils make a memorandum of the
corrections in their note-book :

A number of knives and forks were taken. He told
John and /, when a person acts like that, they ought
to be punished. He said it was him. Everybody has
a right to their opinion. These kind of apples are not
sweet. I am going to lay down. She set down on the
chair. He would have went. She done right. They
hadn't ought to. I have got one. I says. He re-
peated it again. He took it off of the line. He or his
son have gone. I don't know but what I shall do it.
She seldom ever went out. He has lots of pictures.
The two first verses. He is the largest of the two. He
enjoys poor health. Was you speaking ? Not as I
know of. Have you shook the carpet ? They have

LANGUAGE. 29

broke the stick. I see him two days ago. Give me
them grapes. If I was rich, I would go. Seldom or
ever. He is known through the United States. Two
pair of gloves. I should think that John was the
oldest. This house to let. The stick is twelve foot
long. He is living at Boston. Such another man.
They covered it over. A new pair of shoes. Com-
bined together. Almost no money. Somewheres in
the country. I had rather go. A couple of pounds.
I am short in comparison to you. The meat was all
eaten up. I fell on the floor. He is averse to it.
That ain't. Nobody else saw him. The other one.
They mutually agreed. Down on him.. They were all
drownded. I called to price your goods. His actions
admit of no apology. He left his books to home.

Device for Building Up Conjugation of the
Verb.— If the pupil can be made to see the principle
by which the various tenses of the verb are built up,
he will be able to apply it readily in forming the re-
quired part of any verb. If the verb " love" is taken,
begin with the present, and show that the simple form
of the verb (love) is found in all the persons except the
second and third persons singular, which add "st"
and "s" respectively.

Next show that in the past or imperfect tense the
past participle (loved) is used in all the forms but the
second person singular, which adds to this " st."

Tell the class that the sign of the future is " shall "
or "-will;" but when " shall " is used for the first per-
son, "will" must be used for the second and third
persons; and when " will" is used for the first person,
"shall " must occur in the second and third.

30 SCHOOL DEVICES.

Then make it understood that the perfect, pluper-
fect, and future-perfect tenses end with the past parti-
ciple; and that the sign of the perfect is "have," as,
" I have loved," etc. ; that the sign of the pluperfect is
uhad," and that of the future perfect is u shall have"
or "will have;" hut that when "shall have" is used in
the first person, the forms of " will have" must occur
in the second and third, and that when " will have" is
used in the first person, ' ' shall have" must occur in
the second and third.

State that the signs of the potential mood are
"may," "can," "must," for the present; "might,"
" could," " would," "should," for the past, to be used
with the simple verb "love;" as, "I may love," or "I
might love ;" and that have added to the signs of the
present give the perfect, and to the signs of the past
give the pluperfect; as, " may have," "might have."

Show them that if is the sign of the subjunctive mood,
to be used in the present with the simple verb "love,"
and in the past with the past participle, and that the
second and third persons singular do not add " st" and
"s."

The infinitive mood should be made clear to the class
as introduced by the preposition "to."

After finishing the active voice, and explaining that
this represents the subject of the verb as acting,
show that the passive voice is formed by placing after
the required tense of the verb "to be" the past parti-
ciple of the verb to be made passive, and explain what
the word passive means.

The pupils should practise writing out different
verbs on slate or paper, following these rules.

In using these suggestions, the teacher will give one

LANGUAGE. 81

tense at a time, letting that grow before the class by
writing the forms upon the board, and insisting upon
their thorough committal to memory before the next
tense is written out. Each day review all the tenses
previously built up, and drill upon the signs of each
tense. To test a class's knowledge of the way in
which the passive voice is built up, direct pupils to
write out the passive voice of some verb not met with
in all the persons of the passive, as, for instance, the
verb eat.

The Infinitive Mood.— In teaching the use and
government of the infinitive give such a sentence as,
" We strive to save," in which is given an example of
a finite verb and one not finite, or infinite. Show that
a verb which agrees with its subject is a limited verb,
and one which has no subject, as save, is unlimited.
Show that finite and infinite are the same as limited
and unlimited. In this way the pupils will understand
what is meant by a finite verb and an infinitive. Show
that in parsing an infinitive as governed by the prepo-
sition fo, it is regarded in the light of a noun.

Shall and Will.— In the first person will expresses
an intention or a promise, as, "I will go," meaning I
intend or promise to go. Witt should not be used as a
question with the first person ; as, u Will I come?"

Will in the second person may be used as a com-
mand, or simply to foretell what will occur; as, " You
will come with me." "You will do nothing of the
kind." As a question, will in the second person asks
the intention of the person ; as, " Will you do it? "

Will in the third person declares or foretells; as,
" He will be here."

32 SCHOOL DEVICES.

Shall in the first person declares or foretells, with
no reference to wish; as, *'I shall he present."

As a question, shall in the first person makes an in-
quiry, or asks direction; as, u Shall I find you there?"
" Shall I go?" that is, decide for me.

Shall in the second person expresses authority, and
therefore promises, commands, or threatens.

Examples of Correct Usage. — Expressing future
action : I shall ride to the city to-morrow. Expressing
determination: You shall go. Consulting the judg-
ment of another: Shall I go with him? Inquiry con-
cerning another's intention : At what price shall you
sell? Inquiry concerning another's desire : Will you
have an orange? Inquiry concerning future action:
Will he go with us?

Let the following blanks be filled with shall or mil.

I leave for Boston next week. I have my

own way. You be punished. They reach

here at noon. 1 put coal on the fire ? 1 write

to your brother? he come with us? How 1

solve this problem? you have more coffee?

you write your name here? At what place you

buy it? Where you be to-morrow ? we have

a good time? we see you this evening? When

you begin? you have a few of them? If he

goes, you? What you do about it? your

father punish you? Pupils - - please write their

names. We do it. They find it hard. he

be permitted to go? I be in time? When

we finish our work?

Matter for a Talk on Words.— Use the follow-
ing material for a talk on words, taking up a few
words at a lesson.

LANGUAGE. 33

The subject is capable of being expanded to a
greater extent than we have space to show here, but
the teacher, with this material to start with, can
select other words and carry the subject of derivation
to a greater length. In connection with this show
your class how words are built up by prefixes and
suffixes, and explain the meaning which these give to
words.

CUEFEW. From French words meaning cover up
your fire. A bell was formerly rung at eight o'clock,
when people were expected to retire.

TARIFF. From Tarifa, a Moorish fortress in
Southern Spain, from which position the Moors used
to levy taxes on passing ships for the merchandise
which they transported,

GOD'S ACRE. A burial-ground, referring to the idea
of the harvest which the Deity will garner at the
resurrection of the dead.

TANTALIZE. From " Tantalus," who was doomed to
be continually in sight of water but not allowed to
touch it.

PASTOR. From the Latin word, meaning a shepherd.

LUNACY. From Luna, the moon, a word kindred
with moonshine, or folly.

CAMBRIC. From Canibray, a place where this kind
of cloth was first made.

TRIVIAL. From Latin words meaning three roads.
That is, such talk as one hears on the corners of streets.

SINCERE. From Latin words meaning without wax;
that is, furniture whose defects were not concealed by
filling with wax.

ATONEMENT. At-one-ment, showing the united rela-
tion of God and man.
3

34 SCHOOL DEVICES.

GOOD-BYE. " God be wf ye."

TOPSY-TURVY. " Topside t'other way."

SIERRA. Saw -like. Referring to the jagged appear-
ance of the tops of these mountains.

MISERY. From miser, a word meaning wretched.

METHODIST. A name applied to the founders of the
sect who were methodical in their devotions.

PAPER. From the Egyptian papyrus, which was
used for writing purposes.

DAHLIA. From Dahl, a Swede who first cultivated
the plant.

STENTORIAN. From Stentor, a loud-voiced Homeric
orator.

SURNAME. From words denoting a name in addition.

Surnames.— The subject of surnames affords mate-
rial for an interesting talk on words. Explain to your
class that at one time it was customary for people to
have hut one name ; finally, a common word was used
to designate a particular clan or family.

Show how certain names may have arisen from
marked peculiarities in those to whom they were ap-
plied, as Longfellow, Blackman, Eeed (Bed), Brown,
White, and Gray. When such characteristic names
were used up, new names were sought from various
sources, — from animals, as Wolfe, Lyons; and from
natural objects, as Stone, Sand; from adjectives, as
Strong, Swift, Wise, Kich. Point out the fact that
the Scotch Mac, and the Welsh Ap, and the Norman
Fitz, mean the son of; thus, MacDougal means the son
of Dougal, or Douglass; Fitzhugh, the son of Hugh.

Substituting Words.— Write a short selection
which may he taken from the reading books, upon the

LAN&UAGR 35

blackboard, underscoring certain words. Require the
pupils to copy the selection, using some other word or
words in the place of those underscored, but preserv-
ing the sense; e.g.:

" While my companions were seeking a suitable
spot for camping that night, I improved the little day-
light that was left in climbing the mountain alone.
We were in a deep and narrow ravine, sloping up to
the clouds at an angle of nearly forty-five degrees, and
hemmed in by walls of rock, which were at first cov-
ered with low trees, then with impenetrable thickets
of scraggy birches."

While my comrades were searching for a pleasant
place for pitching the tents that night, I employed the
short time which remained before sunset in ascending
the mountain by myself. We were in a deep gorge of
little extent, inclining up to the clouds at an angle of
nearly forty-five degrees, and pinned in by immense
heaps of stone, which were at first overspread with
small trees, then with impenetrable thickets of scraggy
birches.

Changing Words.— Change the italicised words
to others of opposite meaning, and those in small cap-
itals to others of same meaning.

1. Discharge the young man.

2. Never ATTEMPT self-praise.

3. The SITUATION is secure.

4. DISLODGE the impudent RASCAL.

5. INFORM me how to cheer him.

6. EXALT the broad principle.

7. Do not GIVE PUZZLING questions.

8. The just JUDGMENT is rendered.

9. RECTIFY your mistakes.

36 SCHOOL DEVICES.

10. Avoid the DIFFICULT WAY.

11. The weather is intolerable.

12. The TEACHING encouraged rebellion.

Choosing the Right Word.— Put two or three
of these sentences on the blackboard each day. Re-
quire the pupils to write out the correct statements,
and bring them to the class for the teacher to inspect.

1. A wise ruler (exceeds, accedes) to the demands of
the (populace, populous).

2. The Zuyder Zee was formed by an (irruption,
eruption) of the Atlantic Ocean.

3. The cause invariably (precedes, proceeds) the
(affect, effect).

4. A wise man (accepts, excepts) good (advice, ad-
vise).

5. We know in part and we (prophecy, prophesy) in
part. — Bible.

6. The (medal, meddle) bore an (ingenious, ingenu-
ous) (devise, device).

7. (Great, grate) character is as rare a thing as
(great, grate) (genus, genius). — Lowell.

8. The three weird (profits, prophets) on the heath.
— Irving.

9. Vines clustered round the lofty (pillows, pillars).
— Hans Andersen.

10. In (sculptor, sculpture) (exercised, exorcised) his
happy skill.— Dry den.

Drill upon Forms in Letter- writing.— Draw a
diagram of an envelope on the blackboard, and let the
class draw the same on their slates; then direct the
diagram -envelope to some person, the pupils directing
theirs in the same manner. Call particular attention

LANGUAGE. 37

to correct punctuation. Let the class direct half a
dozen or more letters, till they can do so properly. In
the same way teach how to begin and end a letter.
For further drill in letter-writing let the pupils write :

(1) Letters of friendship to the teacher or to each
other.

(2) A neat circular to be sent to customers who are
behind with their payments, requesting an immediate
settlement.

(3) An advertisement to a newspaper for a book-
keeper— one used to the dry -goods business preferred.

(4) An advertisement describing and locating sev-
eral houses for sale and to let, and stating prices.

(5) A telegraph despatch, not exceeding ten words,
ordering five cases of prints and two cases of dress-
goods, to be sent by express.

Examine these letters, pointing out and correcting
mistakes, and commending wherever possible.

Lessons on the Agreement of Verb and
Subject.

The wolves are in the woods.

The seal is found in the Arctic ocean.

Scissors are made of steel.

Eich salt mines have been found in Western New
York.

Edison has invented many useful things.

In these sentences is is used with a singular or a
plural noun?

Is has used with a singular or a plural noun?

Is are used with a singular or a plural noun?

Is have used with a singular or a plural noun?

Is and has must be used with singular subjects.

38 SCHOOL DEVICES.

Are and have must be used with plural subjects.

Write ten sentences containing the verbs has and
have. Analyze each.

Write four statements about a horse, using the
words is and has.

Write four statements about apples, using the words
are and have.

In the same manner write statements using the fol-
lowing words with is and has, and are and luive :
clouds tables knife cars

sand houses grass mustard

books paper letters pepper

The girl sews, reads, and wi*ites.
Girls sew, read, and write.

Is the subject of the first sentence singular or plural.

How does the subject of the second sentence differ
from the first?

What other words in the second sentence are differ-
ent?

Why must you use different forms of the verb in the
second sentence from those in the first?

The form of the verb is often determined by the
number of the subject.

You see that verbs may have singular and plural
forms just like nouns. With singular subjects we
must use singular verbs, and with plural subjects we
must use plural verbs.

Change the following singular forms to plural forms,
and plural forms to singular:

EXAMPLES • \ Singular f orm— The boy runs and jumps.
( Plural form— Boys run and jump.

LANGUAGE. 39

Cuckoos build no nests.

The willow is a graceful tree.

Elephants surpass all other land animals in size.

Fishes have gills and fins.

A volcanic mountain is sometimes quite low.

The kangaroo has a pouch in which it carries its
young.

Write ten sentences in the plural form, and change
each into a singluar form.

I, we, he, she, it, they, you.

Which of these pronouns name but one, or have the
singular form?

Which have the plural form?

Write sentences containing these pronouns as sub-
jects.

in.
Louise and Nellie paint.

How many persons paint?

When should a singular or a plural form of the verb
be used?

What word connects the words Louise and Nellie?

Subjects connected by and take a plural verb.

Write five sentences with the subjects connected by
and.

Her sister or her cousin sings.
How many persons sing?
Then what form of the verb should be used?
Are the words sister and cousin singular or plural?
What word connects sister and cousin $
Singular words connected by or take a singular verb.
Write five sentences with singular nouns connected
by or used as the subjects.

40 SCHOOL DEVICES.

Her sisters or her cousins sing.

How does this sentence differ from the last one
given?

What form of verb is used?

Why is this form used?

Plural nouns connected by or take a plural verb.

Write five sentences with plural nouns connected
by or used as subjects.

Direct pupils to keep a copy of these rules, and en-
courage them to apply the rules to their own errors.
Also require sentences composed to illustrate the rules.

Incidental Teaching of Literature.— Consider-
able knowledge of English Literature ought to be ob-
tained by pupils while pursuing such studies as gram-
mar, analysis, reading, and composition. The class in
reading, for instance, instead of going again and
again over the familiar, short extracts to be found in
the ordinary " Header," should take up some extended
work of the best writers in prose and poetry, such as
Whittier's " Snow-bound," Hawthorne's " Twice-Told
Tales," or Longfellow's "Evangeline." Such works
are published in pamphlet form at a low price. In
analysis something more than the mere separation of
a sentence into its related parts should be attempted.
If the idea is effectively expressed, the reason fo^ its
effectiveness should be pointed out. If fine thoughts
are met, let those be dwelt upon, and associated with
the author's name. In composition work the best
writings should be studied practically in the class to
find what vigorous, yet simple, use the masters make
of the English language. For this purpose excellent use
can be made of the writings of Nathaniel Hawthorne.

LANGUAGE. 41

Locating Quotations.— As a variation in lan-
guage or literature work, give a list of quotations or
names of books, and ask the pupils to find out the au-
thor of each. They will enjoy the work, and will re-
ceive decided benefit from it. A few quotations and
titles are given to illustrate the suggestion.

" Oh wad some power the giftie gie us,
To see ourselves as ithers see us."

" The shades of night were falling fast."

" What is so rare as a day in June."
" To be, or not to be: that is the question."
" O the little birds sang east, and the little birds sang west.'*
" Give me liberty, or give me death I"

The Battle Hymn of the Republic.
" Give me three grains of corn, mother."

America.

" Still stands the forest primeval."
"The breaking waves dashed high."

"Never, forever,
Forever, never."

"Home, Sweet Home."

Our Mutual Friend.

The Deserted Village.

"A man's a man for a' that."

42 SCHOOL DEVICES.

CHAPTER II.

GEOGRAPHY.

Order of Topics for the Study of the Grand
Divisions of the Earth.

1. Striking characteristics.

2. Brief history.

3. Position, etc.

11. Highlands.
2. Lowlands.
3. Profile.
4. Progressive map.

5. Drainage.

6. Political divisions.

C 1. Border water.

7. Natural divisions. < 2. Projections.

(3. Isthmuses.
(1. Causes.

8. Climate. < 2. Peculiarities.

( 3. Healthfulness.
( 1. Vegetable.

9. Life. •< 2. Animal.

(3. Human.

10. Productions.

11. Exports.

12. Imports

13. Prominent cities.

14. Journeys.

15. Comparisons,

GEOGRAPHY. 43

Foundation Work in Geography.— When a
child begins the study of geography the maps in his
text -book may have very little meaning for him. He
is not, at an early age, able to look down upon an
extended portion of the earth and see it in his mind
stretched out as on the map. He has not had suf-
ficient experience as yet. As introductory work, let
the pupil begin to draw on paper plans of localities
with which he is familiar. The schoolroom is a good
example for the first effort. An outline of the proper
proportion should first be drawn, and in it should be
located in their proper places the various articles of
school furniture. The playground may next be taken.
Later on, the pupil's own home, with its land and build-
ings, can be properly represented; and, finally, the
surrounding country, with its rivers, streams, roads,
mountains, etc. By following such a plan the pupil
will be led to feel that he is looking down upon the
actual country represented by the map he is studying.
In this way the colored page before him becomes real
land and water, and he comprehends the location of
mountains, rivers, and cities, because he has repre-
sented in the same way the localities which are
familiar to himr

Longitude and Latitude.— Begin the lesson by
reviewing the class on the shape of the earth and its
daily rotation. Call their attention to the globe as
representing the shape of the earth, and then show a
large ball of white knitting-cotton or string with a
knitting-needle run through the centre, as also repre-
senting the form of the earth. Have near at hand
some black pins and some black sewing-cotton,

44 SCHOOL DEVICES.

Suppose a man starts from a hotel to walk along a
strange road without any milestones. He knows he
can walk one mile in fifteen minutes; how far can he
walk in an hour?

Of course the class will answer four miles. At the
end of an hour he comes to a church ; how far will this
be from the hotel?

4 'Four miles."

How does he know?

"By the time occupied in walking."

So he will say, "The church is four miles from the
hotel, or the hotel is four miles from the church."

If the road runs directly from east to west, he might
say that the church is four miles to the east of the
hotel, or the hotel is four miles to the west of the
church.

From this we infer that distance may he measured
by time taken in traversing it. Upon the surface of
the earth, distance is so measured.

Take the white ball, and, holding it at the right degree
of inclination, put in a pin to represent a man standing
in New York City. Have a gas jet or some convenient
spot on the ceiling to represent the sun, and let a pupil
so turn the ball that the man in New York City shall
have the sun as nearly as possible over his head.
Place another pin to the north to represent a man in
Montreal. Ask what time of day it will be to these men.

' ' Twelve o'clock : noon. "

Turn the ball to the east very slowly, and tell the
class the ball is supposed to have been turning for an
hour. The man in New York City looks up to the sun.
What change has taken place?

" The sun is not over his head."

GEOGRAPHY. 45

Put in a pin to represent a man who now has the sun
directly overhead, and tell the class this man is stand-
ing in Milwaukee. Ask them how long it took the
earth to turn through that distance.

The class infers that Milwaukee is one hour's journey
for the earth to turn from New York City or from
Montreal. So is Mohile. Suppose it is known how
many miles a point on the earth turns through in an
hour. Then, instead of saying one hour's journey, we
might say it is so many miles ; but as a point on the
earth turns through several hundred miles an hour, it
is more convenient in talking about this distance to
use a longer measure than a mile— a measure called a
degree.

Write the word and the sign upon the blackboard,
and make this inference from what has been told,
writing it upon the blackboard: " A degree, in geog-
raphy, contains many miles."

Instead, then, of saying Milwaukee is an hour of the
earth's journey from New York City, or so many
hundreds of miles, we say it is so many degrees.

Connect the pins from north to south with a piece of
black cotton, and continue the cotton to the knitting-
needle, which may represent the poles of the earth.
Lead the class to infer that as New York and Montreal
have noon at the same time, all places on the line pass-
ing from pole to pole through these cities have noon
at the same time.

As Milwaukee and Mobile are on the same line, the
class will see that all places on the line from pole to
pole, passing through these cities, have noon at the
same time. Tell the class that these lines are called
mid-day lines or meridians which means the same.

46 SCHOOL DEVICES.

Call attention to the fact that as one place is so
many degrees east or west from another, there must be
a starting line or meridian, and to distinguish this
starting meridian from the others, it is called the prime
meridian. While any meridian could be taken for the
prime meridian, in order to save confusion the people
of the world have fixed upon the meridian that passes
through Greenwich, England, as the prime meridian.

Write upon the blackboard the following for the
class to copy and learn.

Longitude is the distance of one place from another
east or west, and is measured in degrees.

A prime meridian is a meridian fixed to reckon
longitude from.

All places east of a prime meridian to 180° have
east longitude and all places west to 180° have west
longitude.

The greatest number of degrees of longitude that
any place may have is 180.

A place must be situated on a meridian exactly op-
posite a prime meridian in order to have 180° of lon-
gitude.

A place must be situated on a prime meridian to
have no longitude.

Bring before the class the white ball with black
threads wound around it representing the meridians
of longitude, and one thread passing around at right
angles with the meridians to represent the equator.
Tell the class that in order to get exact location the
same necessity exists of having a fixed place on the
earth from which to measure distances north and
south, as in measuring distances east and west. Show
on the ball the line representing the equator as being

GEOGRAPHY. 47

best for a starting-point, because it is equally distant
from the north and south poles.

Wind several lines around the ball on each side of
the line representing the equator and parallel to it,
and tell the class these are parallels of latitude.

Write upon the blackboard the following:

Latitude is distance north or south of the equator,
and is measured by degrees. All places north of the
equator to 90° have north latitude, and all places south
of the equator to 90° have south latitude.

The greatest number of degrees of latitude that any
place may have is 90.

A place must be situated at one of the poles to have
90° of latitude.

A place must be situated on the equator to have no
latitude.

A place must be situated where a prime meridian
crosses the equator in order to have neither latitude
nor longitude.

Drill thoroughly upon each one of these definitions,
asking pupils to give examples whenever possible, using
both globe and map. Show by the globe why a place
cannot have more than 180° longitude or 90° latitude;
that degrees of latitude are always the same length,
while those of longitude vary according to the distance
from the poles.

Make a practical application of the lesson by taking
imaginary voyages over the sea to show how position
of ships may be ascertained, and over the land, stopping
at important places to determine their latitude and
longitude.

How to Vary a Geography Lesson.— Here are

48 SCHOOL DEVICES.

suggested a few ways of varying the recitation that
may be used with profit :

1. GEOGRAPHY Quiz.— Let two children come before
the class and cross-question each other until one fails.
Then let another take his place. This teaches questions
as well as answers, and makes them think quickly.

II. GEOGRAPHY MATCH.—!. Let them choose sides
as in a spelling-match. Question rapidly from side to
side, and let pupils pass to seats when they fail.

2. Let them choose sides as before. If one fails, the
one who answers has the privilege of choosing one
from the other side. If two fail, the one who answers
may choose two, etc. If the question comes back to
the side with which it began, nothing is gained by
either. This is better than No. 1 in that it keeps all
on the floor ; but both are good for Friday reviews.

III. GEOGRAPHICAL LOCATION.— Hang up map of
Europe, Asia, or of any grand division or country the
class has been studying, and let some member of the
class stand before the map with a pointer ready to find
any city, river, lake, mountain, sea, strait, etc., that
the pupils of the class in order may ask him to find.
Failure to locate any city, sea, etc., on the part of the
pupil at the map, forfeits his place to the one who
asked the question. The one securing the place at the
map should of course, on taking his place, point out
the answer to his question.

IV. GEOGRAPHICAL OUTLINE.— Put an outline on the
blackboard, and let the recitation be from that. As-
sign one topic to each pupil at the beginning of the
recitation, or number the topics and pass numbered
slips, letting them draw. Arrange the outline to suit
the advancement of the class and the subject in hand.

GEOGRAPHY. 49

Illinois:

Boundary,

Capital,

Important Cities,

Eiyers,

Climate,

Productions,

Industries.

V. GEOGRAPHICAL SKETCHING.— Let a pupil draw an
outline map on the blackboard without using the book.
Require quick work, and do not permit much erasing.
The chief object of this exercise is not to test the
pupil's skill in map-drawing, but his knowledge of
location. When the outline is drawn let him put in
mountains, rivers, cities, etc., as you name these.
The class may do the same work upon their slates,
but facing so as not to see the board.

VI. GEOGRAPHICAL STORY. — In teaching productions
of different countries, tell a story of travels, pointing
out places on the map as you go. Stop when you
come to the name of a country, river, city, or produc-
tion, and call on one member of the class to supply it.
This exercise, to be effective, must be lively on the
part of teacher and pupils.

VII. GEOGRAPHICAL GAME.— Let one pupil give the
name of a town or river ; the next, one beginning with
the last letter of the name previously given, etc.
Example: Kalamazoo, Oswego, Oregon, Nashville,
Erie, etc. It may be given first with any geograph-
ical names, and then narrowed down to names in a
particular country, or to a particular class of names.
It may be extended by requiring the pupil to give loca-
tion as well as names.

VIII. GEOGRAPHICAL PUZZLE.— Put something like
the following on the blackboard as a lesson to be

50 SCHOOL DEVICES.

studied. The pupils may write it or learn it to recite
orally, supplying names: "I have a bunch of flowers
given to me by my little friends (two capes on the
eastern coast of the United States). Here is a (moun-
tain in Australia) one, here is a (river in Arkansas)
one, and this one is as (mountains in New Hampshire)
as (mountains in Cape Colony). This leaf is (river in
Kentucky), that is (mountain in British America), and
this one is nearly (river in South Africa). They were
picked on the edge of a (mountains in Oregon), by the
side of a large (river in Montana)." Put names that
may be used in this way on the blackboard, and en-
courage the pupils to make such puzzles to be given to
the class.

Locating Productions.— Ask the pupils to write
or name a list of articles found for sale in the grocery-
store. Write this upon the blackboard as early in the
week as Wednesday, telling the pupils that on Friday
afternoon some time will be spent in talking about
these things. Ask the pupils to find out all they can
about these articles in the mean time, and to bring in
any pictures that will illustrate any points about them.

At the beginning of the exercise hang a map of the
United States and of the world before the school, so
that the pupils may point out the countries or parts of
countries from which the different products come. It
will add much to the interest of the exercise to have in
sight small samples of the different articles. The tea,
coffee, spices, dates, olives, flour, sugar, etc. , will bring
out many interesting facts. Allow the pupils to relate
in an easy and natural manner any information they
have gained, and at the same time control and direct
the exercise so as to make of it all a language lesson.

GEOGBAPHY. 51

The First Map. — When pupils begin map-work,
anticipate the step by making on manilla paper a
large map of the school-room. Draw it before the
pupils, and, taking it by the top, hang it on the north
side of the room. They will see at once why the top
is north, the right hand east, etc., and will be spared
much confusion.

Outline for North America by the use of
moulding-board, wall-map, and drawing.

1. POSITION.— Use the globe for this.

2. GENERAL FORM.— Let pupil show this by drawing
outline on the board.

o qT7ir (Comparative.

3. bizE. -j Absojute

4. GENERAL BOUNDARIES.

5. OUTLINE, COAST POINTS, AND ISLANDS.— Use the
moulding-board for this. As the different points on
the coast are moulded, speak of any peculiarity per-
taining to them, as points dangerous to seamen, etc.
Discuss the waters surrounding a peninsula before
taking up the peninsula itself, as Florida and the sur-
rounding waters.

Let the pupils draw outline on slates as the outline is
placed on the board.

6. SURFACE.

{1. Atlantic Highlands.
2. Pacific Highlands.
3. Central plain.
4. Height of land.
5. Slopes. (N., S., K, and W.)
After moulding the outline, build up 'the general
relief as given by the pupils.

(6) Separate each mountain system and plateau dis-
tinctly. Separate the system into ranges and peaks.

52 SCHOOL DEVICES.

See that pupils can pronounce and spell all names.
Speak of the scenery, productions, etc., of individual
portions. Have pupils draw profile outlines from east
to west, and north to south.

7. DRAINAGE. — Speak of the circulation from the
ocean back again to the ocean. Show the water-sheds
upon the moulding-board. Separate the rivers into
systems. Mould the principal rivers and lakes. Bring
out interesting points, such as Niagara, Yosemite, etc.

8. SOIL. — From the surface and drainage lead the
class to infer the character of the soil. Bring out con-
trasts, such as the barrenness of Labrador and the
fertility of the Mississippi Valley.

( Northern.

9. CLIMATE.— Three belts. < Central.

( Southern.

Lead the pupil to infer the climate from the position,
after explaining the influence of elevation, proximity
to oceans, slope, etc.

10. PLANTS, ANIMALS, MINERALS, ETC.— Use the three
belts given above. Many of the points may be inferred
from the surface, soil, and climate.

11. POLITICAL DIVISIONS, PEOPLE, ETC.— Take only
the large divisions. Make the people of the countries
real by pictures, stories, and articles belonging to
them.

12. CITIES.— Name, locate, and describe some of the
most important cities. Take imaginary journeys from
one city to another, and let pupils describe surface,
soil, climate, productions, and people of the country
through which they pass. . Illustrate these journeys
on the moulding-board. Points of history may be
brought up incidentally. Have a complete map of

GEOGBAPHY. 53

North America drawn for review. Use the same plan
for a state or country.
Bead chapter xii., " Fitch's Lectures on Teaching."

How to Mould. — There are many teachers who,
having read of moulding as an aid in the study of
geography, would like to try it in their schools, yet
do not know how to make the trial. The directions
given below will aiford a good basis to begin upon,
and from the practice of these suggestions the teacher
will gain sufficient experience to pursue moulding in
his classes.

Let a board five feet long and four feet wide be
made by taking five lengths out from a board one foot
wide and half an inch thick. Place these side by side
and fasten them to batten placed beneath. Around
the edges of this board nail strips half an inch thick,
and one inch and a half wide. The moulding will
thus project above the board one inch. This may be
placed on a table or desk, and slightly inclined. Place
in this about a half bushel of moist loam, — not too
moist, as it would then stick to the fingers, but with
moisture sufficient to render it capable of retaining
any shape to which it may be moulded.

Take for the first trial South America, as this pre-
sents an easy outline. An outline may be drawn and
the loam filled in between the lines, or, better still, let
the outline be formed as the work progresses. The
pupils should do the work with such assistance as is
necessary from the teacher. Have a wall-map in
sight of the subject in hand, also the relief-maps to
be found in many of the geographies. Let mountains
and rivers, lakes and plains, be represented by the

54 SCHOOL DEVICES.

appropriate elevation, level, or depression in the loam.
Kindle additional enthusiasm by asking one pupil to
bring some saltpetre; another, Cay enne pepper ; others,
coffee, berries, wool, pieces of iron, gold and silver
foil, or paper, cotton, leather, tobacco-leaf, glass, to
represent diamonds, spices, etc. Let the pupils place
these in their proper localities upon the moulded con-
tinent, and South America will become real to them.

Map-drawing. — Have frequent map-drawing from
memory, using no construction lines. Let it be done
quickly and do not be too precise in your require-
ments. A pupil who can draw quickly the outline of
a country or a State, no matter if not perfectly true,
and can locate cities, rivers, etc., has gained a knowl-
edge of geography that will outlast his school exam-
inations.

A Normal Lesson.— The following lesson in geog-
raphy is one given at a normal school, and is intro-
duced here on account of its eminent adaptability to
other parts of geography. The average age of the
class to which it was given was eleven years.

State Work— Texas.

General plan.

Name and history.

Boundaries.

Coa*t-line. { §^3, etc.
Draw a map of the State.
Mould it.
^nrfapp J Diction of slope.

ce' ( Mountains, plateaus.
Rivers.
Soil.

GEOGRAPHY. 55

C Temperature.

Climate. < Humidity.

( Healthf ulness.

Productions.

Occupations.

C Capital.

Cities. < Metropolis.

( Oldest city, etc.

Pictures and interesting facts to illustrate any part
of the work.

In a previous lesson the class had compared the
the State, in size, with New England, the Middle
States, etc., and had learned some of the important
facts of its history, with mention of Generals Scott
and Taylor. One pupil was directed to give the boun-
daries from a wall-map, and the drill was as follows :

As the pupil pointed, the class named the boundary ;
another pupil named State, and class told which boun-
dary it formed. Then a pupil was called upon to close
his eyes and bound; class did the same. The bays,
capes, and coast-line were treated in a similar way.
Pupils were sent to the board who drew rapidly, with-
out construction-lines, the outline of the State from a
wall-map. The teacher pointed and traced parts on
the wall-map ; pupils traced the same on the outline.
The teacher had moulded the State, and three or four
came to the table and told all they could in regard to
the surface as exhibited by the moulding. The class
was led to see that there were three kinds of surface.
The terms " prairie" and u staked plains" were given,
and the reason for the name " staked plains." There
was a drill on the surface as follows: One child found
a lowland on the map, another the same on the mould-
ing; one a prairie on the map, another the same on

56 SCHOOL DEVICES.

the moulding. Some found and traced the three kinds
of surface, while others found the same upon the
moulded State. The Guadaloupe Mountains were de-
scribed from the map and from the moulding, and
were drawn in outline upon the board. The class
determined the direction and length of rivers by the
slope. The important rivers were found on the map,
traced in the moulding, and drawn upon the board.
Pupils described rivers from the map and moulding
with closed eyes.

SOIL. — Teacher : You remember the pictures shown
you of the swamps of Louisiana; what kind of soil did
you find there ?

Class: Rich soil.

Teacher (passing to Texas soil, near Louisiana) :
what kind of soil do you think there is here ?

Class determine that it is rich.

They were then led to infer the kind of soil on the
prairie by being told that wheat grows there; and that
of the " staked plains" by being told that cactuses
grow there. uHow many of you have cactuses at
home ?" the teacher asked. By asking a few questions
as to the care of these, she prepared a basis for an
inference as to the humidity of the climate of the
" staked plains."

By their knowledge of the climate of Louisiana, the
climate of the swamps and low portions of Texas was
developed. The class was led to infer that the prairies
are not as moist as the swamps, and that in these
parts of the State the climate is warm and healthful.
From what had been said about the cactuses, they
were led to infer that the climate of the plains is dry
and hot. The pupils then traced on the moulding

GEOGRAPHY. 51

the parts of the State that are healthful, moist, very
moist, dry, etc. Teacher pointed to various parts ;
children told the climate of those parts. Teacher
asked, "In what direction must one go to find the
climate more moist ? — to find it drier ? — to find it
unhealthful ?" One pupil was asked to recount all
that had been said about the climate. Another sup-
plied what was omitted.

PRODUCTIONS.— The class was led to infer that
nearly the same productions would be found in the
swampy regions of Texas as in the same portions of
Louisiana. One named the productions, while another
placed the articles in the proper localities. Pictures
of trees, sugar-cane, etc., were shown. In the same
way the productions of the prairies and staked plains
were taken up. Pictures of the cactus, aloe, and
century-plant were shown. There were small pictures
of Texan ponies, cattle, and sheep, which the pupils
placed on the moulding in the proper places. The
lesson ended with productions. At the next lesson a
rapid review would be taken.

It can readily be seen that occupations would be in-
ferred from the statement of productions. While the
lesson was going forward all new matter was written
upon the board under appropriate headings, as Kivers,
Productions, etc.

Mark in the lesson the use of wall-map, blackboard,
moulding, — how the true relative importance of each
is carefully observed.

Production Map. — In many schools there are no
opportunities for teaching the productions of a country
by placing these upon the moulded country. A sub-

58 SCHOOL DEVICES.

stitute for this may be arranged in this way: Upon a
large sheet of manila-paper let the pupils draw an out-
line of the country the class is studying. An outline
in blue color with water-lines around is quite effective.
Paste upon the map the products of the country in
their proper localities. Rice, logwood, tobacco-leaf,
wheat, oats, gold and silver leaf, cotton, wool,— in
fact, nearly every product can be easily fastened to
the paper with a little glue. Pupils will gladly bring
all the products if asked to do so. The production
map can be used to give variety and freshness to the
subject in schools that use the moulding-board.

Zigzag Journeys.— For special work in geography
give topics such as the following: Make a zigzag
journey from New York to St. Louis, stopping at five
cities, and spending one day in each. Have the pupils
tell what could be seen in each. In order to do this,
they are obliged to read up on these cities. Other
topics of this sort will suggest themselves.

Tracing. — It adds interest and forms a new way of
impressing the facts of geography to let pupils trace in
the air with the finger the general direction of rivers
and mountain chains, the outlines of continents, lakes,
etc., and at each new position of the finger tell what
portion of country or what city is to be found there.

A Guessing Exercise.— An occasional exercise
like the following will stimulate interest and add en-
joyment to the geography hour. The teacher, or a
member of the class, having in mind a city, begins to
locate it according to the model herewith given. As

GEOGRAPHY. 59

soon as any one thinks he is able to name the city cor-
rectly, let him raise his hand and state what city he
thinks it is. The pupils may prepare at their seats
papers similar to the model. Supposing the city in
mind to be Liverpool, the paper would read : The city
I am thinking of is north of the Equator, west of the
Ural Mountains. It is on an island. It is a city of
Great Britain. It is near the mouth of a river. It is
a great commercial city. It is south of the Cheviot
Hills. Steamships make it the end of their route. It
is noted for its docks.

Peninsulas, rivers, capes, lakes, seas, mountains,
volcanoes, islands, states, even countries, can be used
in this way.

Geography a Means of Culture.— Geography
may be made a means of broadening the mind by
studying the subject, as far as possible, as one would
in making an actual trip through the different coun
tries. In order to do this, the teacher must make him-
self familiar, by outside reading, with the appearance
of the country, its inhabitants, social manners, govern-
ment, educational advancement, customs, traditions,
early history , etc. The more vividly and interestingly
these subjects are brought before the pupils, the
greater will be their interest in what is presented, and
the firmer their remembrance of it. We give here-
with a list of topics which may be brought up in con-
nection with the study of any country:

1. Name of country.

2. Eelative size as compared with some one of the

United States, which may be taken as a
standard.

60 SCHOOL DEVICES.

3. Position.

C Customs, manners, social life, traditions,

4. People. < education, early history, appearance,

( vigor, form of government, etc.

5. Climate. Under this head mention the cause of

the climate, and how affected by position and
surface.

6. Mountains.

. 7. Lakes and rivers.

' (a) Mineral. If gold or silver is
found, give a description of
the way in which these are

Q' -Pivwiii/t+i/mc mined. Likewise of lead, salt,

8. Productions. \ diamonds, copper, etc.

(6) Vegetable.

Bring out the surface of the country by the mould-
ing-table. If the school is supplied with encyclopaedias,
urge pupils to read all that is given on the several
topics. If the school is not provided with encyclopaedias,
get up some sort of a literary entertainment, and pur-
chase one of the numerous sets that are now sold at
low rates. It will be a source of great profit and en-
tertainment to the pupils.

Suggestive Model for an Examination in
Geography. — In making a voyage from London to
Eome, what countries would you pass ? What large
cities near the coast? What large rivers flow into the
waters along your course ?

Mention the cities of Europe that are near mountain-
ranges.

Through what States would a line drawn from New

GEOGRAPHY. 61

York City to Chicago pass ? What large cities would
be near this line ? Mention the rivers which the line
would cross.

Describe the water-shed of the Mississippi and the
rivers which drain it.

Why is the climate of Oregon warmer than that of
Minnesota ?

What waters wash the shores of North America ?

Mention the largest rivers of Europe, Asia, Africa,
North and South America.

Describe a journey from your present position,
selecting your own destination.

Why is the Great Salt Lake salt, and Lake Erie
fresh ?

62 SCHOOL DEVICES.

CHAPTER III.

SPELLING.

Accuracy in Spelling.— Teach pupils that they
must never write a word when they are uncertain of
the way in which it should be spelled. Have a dic-
tionary in the school-room and encourage pupils to
consult it constantly — not only for the spelling and
pronunciation of words, hut also for their meaning.

Phrase-spelling. — Let there be occasional exer-
cises in phrase-spelling by the classes in Physics,
Physiology, History of the United States, Civil Gov-
ernment, Ehetoric, and other subjects, as many of the
words used in such studies are not often found in the
usual spelling lessons. Let the class go to the boards,
and each one write his name at the top of the space
allotted to his use. The teacher may then select from
the text-book phrases, words, and sentences, reading
one of these to each pupil at the board. Continue
around the class till each one has written several.

After these have been written, let the class take
seats and criticise the spelling. A part of a paragraph
from Higginson's " History of the United States" is re-
produced here to show more clearly the plan.

"During this time of delay a committee had

SPELLING. 63

been appointed to draw up a declaration of inde-
pendence, to be used if necessary. . . . The Declara-
tion was written by Thomas Jefferson, though a few
verbal changes were made by Adams and Franklin,
which may still be seen, in their hand-writing, on the
original document. There was a long discussion in
the Congress, and the Declaration was debated and
criticised, word by word, and sometimes very severely
attacked. During this attack John Adams was its
chief defender; while Jefferson, who had written it,
did not say a word." In this extract the first pupil
could be directed to write the sentence, "A commit-
tee had been appointed;" another, "To draw up a
declaration of independence." To others could be as-
signed, " If necessary," "The Declaration was written
by Thomas Jefferson," "A few verbal changes were
made by Adams and Franklin," "The original docu-
ment," "There was a long discussion in Congress,"
" The Declaration was debated and criticised," "Some-
times very severely attacked," "John Adams was its
chief defender."

A Pupil's Spelling-book.— It may be found ad-
visible to allow students in spelling to make a spelling-
book of the words they acquire from each lesson. Ten
minutes may be taken each day in which to write
these words in a blank-book, — each one writing the
words which he has learned. The words should be
written in a column, and the meaning of each may
be placed opposite it.

Avoid Contrasting a Misspelled Word with
the Correct Form. —A misspelled word should never

64 SCHOOL DEVICES.

be written on the board, even to show that it is wrong.
The tendency will be to confuse the pupil, and cause
him to forget which is the correct and which is the in-
correct way to spell the word.

Have Spelling Lessons Written.— Spelling les-
sons should be written, as far as practicable. The
advantage of this is that the pupil learns to spell the
words as he will use them. The words should be given
out slowly, else in his hurry the pupil will form a
habit of bad writing, and so lose hi one branch while
he gains in another. A special effort should be made
to create a pride in having neatly written exercises.

Idea as Necessary as Form.— It is important
that the pupil know the meaning of the word spelled.
The form can make but little impression on his mind,
if he does not associate with it the meaning con-
veyed.

A Test outside the Spelling-book.— Lay aside
for a day the monotonous spelling-book, which con-
tains a large percentage of words with which the
pupil's mind should not be burdened, and try an exer-
cise like the following :
Let the pupils take their slates and write their own

names in full.

Write the teacher's surname.
Write the name of the county in which they live.
Tell where Scotchmen come from.
Tell how old a boy is who was born in 1879.
Write the names of four winter amusements, of four
summer amusements.
4

SPELLING. 65

Tell how many days in this month.

Mention what we plant to get potatoes.

Give a definition of a druggist.

Name six pieces of furniture.

Name six kinds of tools.

Write the names of the seven days.

Name the year, month, and the day of the month.

Write a verse from memory.

A Suggestion.— A child learns best how to spell
a word when he wishes to use it, and the wise teacher
will constantly create that want. When a word is
written in black or white, it stamps itself much more
firmly upon the mind than when merely committed to
memory. In writing, the hand forms the word, and
the child will long remember just how he formed it,
and its appearance on the board or slate.

Sketches of Objects for Use in Spelling.— In
primary spelling work, the teacher may make rough
sketches of different objects on the board, and ask the
class to write the names of these upon their slates. If
any do not know the spelling of a particular word,
write it on the board. After this the pupils may be
asked to tell what they can about these objects, and a
short description of each may be written on the board
and copied on the slates. The sketches may be of a
number of objects that are connected, and about
which a short story can be made. This will give the
class practice in invention. It will not take much
skill on the part of the teacher to make these sketches,
even if his knowledge of drawing is limited.

SCHOOL DEVICES.

Dictation Exercises for Second and Third
Years. — The following sentences are suitable for
Dictation exercises in the second and third years.
The first half of the sentences given for the second
year should be copied by pupils from the blackboard
before they are dictated.

I see a hat.
I see a cup.
I see a slate.
I see a fan.
I have a fan.
I have a slate.
I have a nut.
I see a nut.
You have a nut.
You have a cup.
You see the hat.
I have the fan.
You have the top.
I have the top.
See the top.
Have I a nut?
Have I a fan?
Have I a top?
Have you a slate?
Have you the cat?
We have a slate.
We have a nut.
We see the hen.
They have a fan.
They see the bird.

SECOND YEAR.

She has a nut.

She has a bird.

She has a doll. .

See the doll.

Have they a box?

She has a box.

Has she a doll?

Has she a ball?

Yes, I see the ball.

Can I have the cap?

Can they see the ball?

They can see a dog.

I can see a dog and a cat.

You have a hat and a cap.

They have a bird and a hen.

You and I can see the hen.

He has a top and a ball.

You can have nuts.

Can they see the birds?

He cannot have the tops.

No, he has not a slate.

It is a little bird.

It is not a little fan.

They have a little dog.

Is it a little box?

See the bird.
Have we a bird?
Have we the hen?
You have the cap.
Have they a slate?
Have they a nut?

The little slate is on the box.

The book is on the slate.

I have a li ttle book.

What have you in the large box.

What can you see in the book?

Where is your pencil?

I cannot see the pencil.
Where is your hat?
What is in the box?
Where are your hens?
Where are we going?
We are going to see the

birds eat.

Will you let John go?
He can go with me.
Let me play with your

doll.
You can play with her

doll.

Her doll is pretty.
He has one red top and

one black top.
She has two eyes.
We can see three birds in

the tree.

Do not let him see the

birds.
I saw four boys in the

room.
I have five fingers on my

hand.
Four balls and two balls

are six balls.
Seven boys ran home.
We ate eight nuts.
Here are nine cakes for

you.
I gave ten cents for the

cakes.
I have two red roses to

give to you.
I have read your book.
I took two pencils from

my desk.

THIRD YEAR.

You have a bell in your
left hand.

John walked to the win-
dow.

George threw his ball to
my brother.

When they left there was
a child in the room.

They showed me their
playthings.

I always wear a clean
collar.

SCHOOL DEVICES.

Mary gave me her long

pencil.
You wrote a story upon

the blackboard.
You placed a pretty flower

in your hair.
Mary opened the door.
Miss Brown looked at the

clock.
Miss Jones gave me her

knife.
John cleaned his slate

with my sponge.
You threw a ball to John

and he caught it.
Miss Mills gave a slate to

me and a book to John.
You rang your bell twice.
I heard Mary walking

upon the floor.
I heard the birds singing

in the trees.
I wrote a letter to my

mother.
There are four little birds

in this tree.

They are all building nests.
Their nests are little, but

pretty.
Their singing is very

sweet.
Every bird in the tree is a

very sweet little singer.

All boys do not wear shoes

in summer.
The basket is too heavy for

me to lif t.
We are having very warm

weather.

John stands near the door.
Please give me some

crumbs for my birds.
If you stand here you will

hear the birds sing.
Here are crumbs for your

bird.
How much did you pay for

your book?
I am sure he went to the

store.
No, he does not know I am

here.
We shall have a great

many apples this year.
Which child saw the bird

fly.

Every child saw the birds

fly.
They have gone to their

homes.
I bought a slate and

brought it to school.
He does not know I have

learned to write.
He does not live near my

house.

SPELLING. 69

Division of Work.— A certain teacher uses this
plan with his spelling class. The pupils are sent to the
board and divided into two divisions, one of which
writes the words upon the board and the other the
definitions. At the next recitation the order may be
reversed. Those writing definitions receive a drill in
composition, as they use their own language in giving
the meanings of the words.

To prevent copying at the boards, divide the class
into three divisions, and give each division a word in
turn ; mingle the divisions, so that no two pupils hav-
ing the same word shall stand side by side.

Two Classes of Words.— The spelling-book should
not be used to the exclusion of all other sources. Two
classes of words should be recognized,— those whose
meaning is familiar through daily use, and those par-
tially familiar because frequently heard. Others may
be left until the pupil comes to them in his widening
sphere of reading. The spelling of the first class of
words may be taught either in the form of sentences
or disconnectedly. The second should only be brought
up in connection with sentence-making.

Spelling and Punctuation by Copying.— The
classes in the first and second reader may copy all
their reading lessons. By this means they will grad-
ually become familiar with the spelling of words com-
monly used, as well as the use of marks of punctua-
tion. When the second class has finished the first half
of the book, a spelling lesson may be assigned from
words found in each day's lesson. In correcting work
it will be found advantageous, both to the teacher and

70 SCHOOL DEVICES.

pupils, for the slips to be exchanged and the errors
noted by the pupils themselves. From the fact that
they are correcting one another's work, they will look
more carefully for mistakes and pay more marked at-
tention to their correction.

A Monthly Review.— Look over the words given
during the past month, and make a list for a review
lesson. The pupils, with slates erased and pencils
sharpened, remain at their desks, while the teacher
takes his position at the blackboard.

No word should be given until the room is perfectly
quiet, and no word should be pronounced the second
time, as it hinders those who understood the first pro-
nunciation. While the class is writing the second
word, the teacher puts the first word upon the board.

At the close of the lesson each pupil corrects his
work by comparing it with that on the board, and
carefully copies in a note-book kept for the purpose
all words he has misspelled, and those he was not cer-
tain about at the time of writing.

From the note-book the pupil can study the words
he missed, and also make sure of the uncertain ones,
and therefore, need waste no time in looking over
words with which he is already acquainted.

Occasionally, the teacher should examine the note-
books to see that they are neatly kept, and to select
words for another spelling exercise. If a pupil misses
a word a second time, as he writes it in his book, have
him mark it by the figure 2, etc., that special atten-
tion may be given to these words. Require pupils to
write these words a certain number of times or to give
them in sentences. It is necessary for the teacher to

SPELLING. 71

keep a record of all the words given, so that if any
pupil is unavoidably detained at home, he may regain
what he lost.

Ways of Examining Spelling Lessons.— 1. In

review lessons and in small classes the teachers should
correct the lessons.

2. Pupils may exchange slates, and mark the words
wrongly spelled, the teacher spelling the words slowly.

3. Pupils may retain their own slates, and the teacher
•may call on different pupils to spell the words orally.
Those who agree with the spelling given must indicate
this by raising their hands before the teacher decides
as to its correctness.

4. Slates may be exchanged and the corrections
made as in No. 3.

5. While the teacher writes the correct spelling on
the blackboard, each pupil may correct his own work,
and slates or books will then be exchanged for revision
only.

6. Let the spelling come the last exercise in the
morning, and direct the pupils to leave their slates
upon their desks. Furnish a correct list of the words
given out to two or three trusty pupils who remain at
noon, and let them look over the slates and mark each
error.

A Special Exercise for Variety.— A lesson
having been assigned and studied, call the class and
request a pupil to go to the blackboard and write,
from memory, three or four words of the lesson.
After the pupil has taken his seat call upon another
one to write, in the same way, two or three words,
other than those previously written. Continue this

72 SCHOOL DEVICES.

until the entire lesson has been written, or the time
for this part of the exercise has expired. If any word
has been misspelled correct it at once.

Then in an easy, conversational manner, talk about
the words, find out their meaning and application,
giving several illustrations of the latter.

After the pupils have a good understanding of the
words, send them to the blackboard, and proceed with
the recitation as follows :

Suppose the words upon the blackboard to be—

1. Expect; 2. Eeceived; 3. Cistern; 4. Bellows; 5.
Scissors, etc.

Ask the first pupil what he expects to do on Satur-
day, and have him write his answer beginning thus:

I expect, etc.

Ask the next pupil how many letters he has received
during the past month. His answer must contain the
word " received."

To the third pupil put the question, "What is the
difference between a cistern and a well?"

To the fourth, "In what trade is the bellows used?"
and so on.

If the class is large, have several pupils answer the
same question at the same time, in this way : The first
pupil and every fifth one after him answer question
No. 1 ; the second pupil and every fifth one after him
answer the second question, and so on until all are
employed.

The sentences being finished, each pupil moves on
one place to the right, and inspects the work before
him, making any necessary corrections either with or
without the aid of the teacher, and marking all correc-
tions made.

SPELLING. 73

An Occasional Drill in Spelling.— Take a little
time once a month or more frequently, in which to
drill on lists of words such as the following. Repeat
each list until the pupils are thoroughly familiar with
them:

Poniard. Privilege. Judgment.

Separate. Ethereal. Knowledge.

Business. Ecstasy.. Ehetoric.

Scintillate. Excellent. Surgeon.

Allege. Supersede. Ancient

Exhilarate. Ventilate. Autumn.

Mignonette. Alcohol. Dairy.

Neutral. Brilliant. Health.

Isthmus. Marriage. Oyster.

Difficult or Perplexing Words.— The following
words are introduced to show devices by which the
spelling of many words may be remembered :

Committee. The spelling will be easily remem-
bered from its having three
double letters.

Mediterranean. Double-r, because derived from
terra, meaning earth.

Aqueduct. Aq, not acg, because from aqua,

meaning water.

Bilious. One Z, because connected with bile.

Keceive. ^

Perceive. > When e and i occur as diphthongs

Conceive. ) in a word, e comes before the i

Retrieve. \ if the diphthong is preceded

Eelieve. by c; otherwise the i precedes e.

Achieve. )

Secretary. e after the r because formed from

secret.

74 SCHOOL DEVICES.

CHAPTER IV.

HEADING.

To Create Sentiment against Poor Reading.
—For advanced classes select something not pre-
viously read; for instance, "The Legend of Sleepy
Hollow." Have but one copy, and ask each member
of the class to read a portion. The interest of the class
in the story, and the unwillingness to lose any part of
it, will secure expressive and distinct reading.

Suggestions on Reading.— In the first place, do
not make the lessons long — do a little, and do that
thoroughly. Insist that the reading shall be natural,
— as the pupil would talk were he telling the same thing
to another. Occasionally read over the lesson to the
class, and give such expression as shall bring out the
full meaning. Show the class by individual para-
graphs how the meaning is brought out more clearly
in this way. Let all new words be defined before the
reading begins. The scholar cannot read properly if
he does not know the meaning of some of the words.
These new words may be written out on the board
with the meaning of each. After their meaning has
been learned, have members of the class make up sen-
tences with these words in them; this will fix the
meaning in their minds. Call on some one in the

READING. 75

class to give the chief points in the preceding lesson,
or let the whole class write a review of it. Ask some
one to read a sentence in the lesson, then with closed
book tell clearly and fully what he has just read.
Full answers should be required, that the habit of
thoroughness may be cultivated. Do not correct mis-
pronunciation while the pupil is reading. You will
thus destroy the sense of his reading.

A Primary Reading Lesson.— The following is
essentially an object lesson to be given to little people
just learning to read :

It is best that there be not more than eight or ten in
the class. If there are more who are to begin reading,
divide the whole number into two or more divisions.
Take some familiar object, as a box. Talk a few mo-
ments about the box, holding it so that all can see it.
Then draw an outline picture of it upon the board and
write under it the word box, telling the class that this
word b-o-x is the name of the object you are holding.
When pupils have become familiar with the appear-
ance of the word and its spelling, show them that the
object has been expressed in three ways, — by the box
you are holding, by the picture, and by the word.
They will then get the notion that a word is a sign
of an idea. Next take a book, and follow the same
plan. When the two words are written on the board,
point in turn to each till the class becomes familiar
with the objects as expressed in the word. Place the
box on the book and ask, "Where is the box ?" On
the book. As the class give this answer, write the
word on between the words already on the board, and
the class will be able to read and understand the sen-

76 SCHOOL DEVICES.

tence, UA box on a book." Add other words to the
sentence in the same way, and let the children copy
the words and the pictures on their slates.

Teaching Time of Day.— A little time can be
taken at the close of the reading lessons for this pur-
pose. Make a clock-dial out of pasteboard and pieces
of tin, or, what is better, procure an old clock; then
practise telling the exact hours— that is, minute hand
at twelve, while the hour hand is changed from hour
to hour. Next, let hour hand remain at twelve, and
drill upon the time past the hour; as, five, ten, or fif-
teen minutes past to half past. Then would come five,
ten, fiteen, etc., minutes to half past the other hours.
Last, teach to tell the number of minutes to any given
hour.

Device for Teaching a New Word.— (a) Select
some sentence containing the word, and write this upon
the blackboard. Indicate the correct pronunciation of
the word by diacritic marks, then have the class read
the sentence.

(6) Question about the letters in the word. What
letters are silent ? What letters are not silent ? Are
there any letters doubled ?

(d) Drill upon writing the word in dictated sen-
tences until class know its form thoroughly.

Suggesting for Words.— An excellent plan to
prepare pupils for a new reading lesson is to select the

OF,THF.

HEADING. -j

new words and suggest for them. Below we give a.
part of a reading lesson from one of the school readers,
and a list of words new or unfamiliar to the pupils on
taking up the lesson. After the list of words, are the
suggestions for them. The words are written upon
the board as soon as got from the pupils, and drill is
put upon these words before beginning to read the
lesson.

ONLY A FEW DROPS.

" The most interesting event of our family history during
my tenth year was the purchase of a cow. My father had a
patch of land about a mile from our house, and he thought
that the best use he could turn it to would be to pasture a cow.
How many comforts and little luxuries that cow provided us
with ! — milk, and butter, and sometimes even a cheese. Next
to Cuff, our faithful house dog, the cow became the pet of the
family.

2. " And who is going to drive the cow to pasture, father ?"
I asked, as he put her into the yard on the first evening after
her arrival. " You, Robert," he replied ; and his answer gave
me no little sense of my own importance. Here I was with a
charge laid on me, — an important duty which I was to dis-
charge every day, and which for some time I did discharge
with pleasure and alacrity."

INTERESTING DISCHARGE

INQUIRIES ARRIVAL

ALACRITY EVENT

PURCHASE IMPORTANCE

Harry's mother held two letters in her hand. She
read one carelessly, and then cast it aside ; but as she
read the other one, her eyes brightened and she looked
pleased. What kind of a letter was the second one ?
Interesting. It told her that her sister and two boys

78 SCHOOL DEVICES.

were coming to visit her. Harry's mother went to the
kitchen to prepare for the visit. Name a few articles
you think she cooked. Can we live without cake, pies,
and puddings ? Why do we eat them ? What do we
call unnecessary articles that we like ? Luxuries.

Mrs. Howe, Harry's mother, wanted a number of
articles from the cellar, for which she sent Harry.
How do you think he obeyed ? Because he obeyed
quickly, with what did he obey ? Quickness, or alac-
rity.

She found there were not enough raisins in the
house. What do you think Harry had to do ? Go to
the store to buy some. What word means buy ? Pur-
chase.

Harry lived on a farm and had duties to perform
each day ; so when he asked his father if he might go
to the train to meet his cousins, what do you think his
father said ? What word means done, or finished?
Discharged.

The next afternoon, if you had been near the station,
you would have seen Harry. What was he doing
there? Waiting for his cousins. To do what? What
word means come? Arrive. Because he was waiting
for them to arrive, we say he was waiting for their
? Arrival.

The visitors stayed a month. They went riding,
boating, and on picnics; and all had a very good
time. . . .

Why do people read histories and books about the
olden times ? What one word means things that hap-
pen ? Events.

Do these books give all the events of those times ?
Which ones ? The most important. Instead of say-

READING. 79

ing, they are important events, we may say, they are
events of importance.

Other Points on Reading.— 1. Insist that the les-
son shall be read by each pupil as he would talk if he
were saying the same thing.

2. Take a few moments at the close of each lesson
to make plain that which might prove to be an
obstacle in the advance lesson. From time to time
read over the advance lesson to the class, using the
proper expression.

3. By questions and answers, make plain all new
words. Form new sentences, using these words.

4. Let class criticise as each pupil pronounces.
Teacher notes mispronounced words not noticed by
the class, and requires them to be corrected for the
next lesson.

5. Let a part of each lesson be written on the board
or upon slates. Give a list of words which are to be
used in original sentences, and insist that these
sentences be well written, and that they have some
meaning.

6. Let the review lesson be read each day. Do not
call upon pupils in any set order, but promiscuously.
Question thoroughly as to the meaning of the sentences
read. If the sentence reads as follows: " Charles and
Henry went to the meadow beyond the wood, this
morning, to pick strawberries," do not ask such ques-
tions as, "What did Charles and Henry do? For
what purpose did they go to the meadow ? Where is
the meadow ?" etc. ; but ask for all the ideas contained
in the sentence. That the pupils may be able to do
this, begin with short sentences, and proceed to those

80 SCHOOL DEVICES.

longer and more involved, as the pupils acquire readi-
ness in seizing the whole thought.

7. Before reading the advanced lesson the pupil
should be ahle to pronounce all of the words, and also
understand the thought conveyed in each sentence.
He will then be able to read with expression. Do not
correct a pupil while reading, unless he mispronounces,
or reads with such expression as to lose the meaning
of the text.

8. Have occasional exercises in reading at sight.

9. Occasionally read a short poem, and show the
class how language may gain force and beauty from
its poetic form.

10. If your pupils are of sufficient age, have selec-
tions read from the newspapers, and explained. Let
all the places in these selections be fixed, geographi-
cally, by looking them up on the map.

11. It is better to have the idea of the sentence
brought out with the proper expression, and to correct
mispronunciation afterwards. Read short stories or bits
of travel or history to the class, and ask pupils to
repeat them, giving all the ideas. Do not follow any
one plan continuously, but give variety to your work
from day to day.

How to Vary a Reading Lesson.— Cut from a
magazine or newspaper a narrative story that is inter-
esting, and not too difficult for the class to read as
easily as they would the regular lesson in their reader.
Select all the new words in it and write them on the
blackboard, to be pronounced and defined by the class.

Divide the story into as many parts as there are

READING. 81

pupils in the class, and give each a paragraph to study
over at his seat.

When the recitation hour comes spend the first part
in drilling upon the words on the blackboard. Then
have the class commence reading, requiring them to
arrange the paragraphs given them so as to make good
sense. The pupil who has the part on which the sub-
ject of the story is written reads first. The others
read whenever they see their paragraphs are needed.

At first, care should be taken to cut the story in such
a way that the connection may be easily seen.

The teacher should always have a copy of the story
in order to prompt the pupils if necessary.

Helps in Reading.— In the preparation of lessons
with primary classes, write the new words in sen-
tences on the blackboard, constructing the sentences
so as to suggest the word and illustrate its meaning:
for example, if hungry is the word write a sentence
like the following : The little boy eats as if he were
hungry. If spare is the word, meaning to do without,
write, I have two dolls, so I can spare you one. After
each sentence is read, the new words may be under-
lined and pronounced. Sometimes it is well to spell
them and analyze them into their sounds. The pupils
should also use the new words in sentences of their
own constructing.

Let the pupils determine new words for themselves
from their resemblance to other words they already
know. Words taught in this way should be those the
pupils are already familiar with in conversation ; from
the word catch they can learn match; from house,
mouse ; from walk, talk, etc.

82 SCHOOL DEVICES.

Let the pupils find out the new words in a lesson by
giving the sounds of the letters in succession, the
teacher marking the letters whose sounds would not
otherwise be known, and crossing out silent letters.

The new words may be spelled orally by letters, each
syllable being pronounced as an aid to final pronuncia-
tion. When words are so taught, they should be in a
selected list, not spelled out as the pupils come to them
in reading and find they do not know them.

To test the class upon the meaning of words taught,
the teacher may give the meaning of a word or
illustrate it in some way, the children selecting the
right word from the list and pronouncing it ; thus, the
teacher says, UA dress;" a pupil selects the word
robe from the list and pronounces it. The teacher
catches a pupil by the arm forcibly : a pupil finds and
pronounces grasps.

Let pupils copy neatly at their seats a part of the
reading lesson upon their slates and read from the
copy in the class.

Occasionally, fora drill in recognizing words rapidly,
let pupils in turn read the words of a lesson backwards.

It sometimes renews interest in reading to write the
lesson upon the blackboard and let pupils read from
this copy.

Use supplementary reading, and allow pupils to read
with little or no previous preparation of words. Of
course, in the selection of matter to read, care must
be taken that most of the words are known, or like
some they know, and can be determined at sight by
thinking the sounds of the letters. Give each pupil
time to read his sentence silently before reading it
aloud.

READING.

Drill for Expression.— Copy upon the board some
short extract which the class has not seen, and call
upon pupils, one by one, to read it. Let there be no
criticism till all have read.

For Drill upon Words often Mispronounced.
— Take as many of the following words as you deem
best for one exercise, write them upon the board, and
in an opposite column write the correct pronunciation.
Allow sufficient time for each pupil to become ac-
quainted with the proper pronunciation — a half -day at
least — after which erase the column giving the pronun-
ciation, and test the pupil's ability to pronounce cor-
rectly each word of the list :

Used.

Exquisite.

Gallows.

Dishonest.

Itinerant.

Finance.

Museum.

Jugular.

Mischievous.

Lyceum.

Sagacious.

Suffice.

Precedent.

Carmine.

Khedive.

Allopathic.

Impetus.

Condolence.

Homoeopathic.

Architect.

Leisure.

Allopathy.

Bitumen.

Extant.

Homoeopathy.

Condemning.

Precedence.

Soughing.

Enervate.

Fatigue.

Obligatory.

Process.

Bronchitis.

Combatant.

Juliet.

Stolid.

Indisputable.

Greasy.

Telegraphy.

Apparatus.

Interesting.

Photography.

Covetous.

Allies.

Carbine.

Iodine.

Quinine.

Bombast.

Bromine.

Vehement.

Inquiry.

Prelude.

Aggrandize.

Albumen.

84 SCHOOL DEVICES.

Italian. Patron. Confidant.

Sacrifice. Pall Mall. Mirage.

Bade. Abdomen. Livelong.

Acclimated. Franchise. Nasal.

Extol. Association. Arab.

Franchise. Pronunciation. Pleiades.

Lamentable. Cognomen.

Exemplary. Bellows.

Pronunciation of Words Alike in Form but
Differing in Accent.— Let pupils write sentences,
using the words given below, first as nouns, then as
verbs, and then read the sentences written, pronounc-
ing the noun or verb, as the case may be, correctly :

NOUNS. " VERBS.

Sur'vey, Survey'.

Per'fume, Perfume'.

Ac'cent, Accent'.

Proj'ect, Project'.

Des'ert, Desert'.

Beb'el, Eebel'.

Overthrow, Overthrow'.

Ab'stract, Abstract'.

Con'vert, Convert'.

Per'roit, Permit'.

Ex'port, Export'.

Sus'pect, Suspect'.

Con'tract, Contract'.

Pro'test, Protest'.

A similar plan can be used with those words in
which the accent of the adjective differs from the
verb. Then, those forms in which the accent of the
noun and the verb are the same should not be over-
looked.

ARITHMETIC. 85

CHAPTEE V.

ARITHMETIC.

Begin Number with Objects.— A child's first in-
struction in arithmetic should be by means of objects.
At this period the concrete is more real to him, and
easier to comprehend, than the abstract. To give him
an idea of number, use objects. He will understand
more readily what five means, if five apples are placed
before him, than by simply saying ' ' Five." By means
of objects, addition and subtraction will be compre-
hended with but little effort. A frame with small
balls upon wires is convenient, but not necessary, as
books, pencils, pens, etc., will convey the idea of num-
ber equally well.

Principles First.— In teaching arithmetic, or in
fact any branch, do not place too much importance
upon an exact memorizing of the rules. Let princi-
ples be sought, and rules deduced from these. En-
courage pupils to invent rules of their own, which will
serve the same purpose as those given in the book.
Make an effort to secure original investigation by
members of the class.

There should be no reference to the answer while a
pupil is working an example ; therefore, after a ques-
tion is stated upon the board, let the books be laid
aside.

Bead ch. x., Fitch's " Lectures on Teaching.

86 SCHOOL DEVICES.

A Plan for Presenting the Essential Topics
of Arithmetic in Written Work.— 1. Teach nota-
tion and numeration systematically and by a good
method, which, for obvious reasons, should be essen-
tially your own. In the absence of a better plan the
following might be pursued:

First Step : What numbers and figures are.

Second Step : How numbers are grouped.

Third Step : To read numbers represented by two or
three figures each.

Fourth Step : To read numbers represented by more
than three figures each.

Writing numbers may be taught in three steps :

First Step : To write any number less than 10.

Second Step : To write any number less than 1000.

Third Step : To write any number whatever.

In teaching addition two cases occur:

1. When the sum of each column is less than 10.

2. When the sum is greater than 10.
In subtraction three cases arise :

1. When each figure in the subtrahend is smaller than
the one above in the minuend, — no ciphers being used.

2. When one or more figures in the subtrahend are
larger than the corresponding ones in the minuend.
No ciphers.

3. When there are ciphers in the minuend and sig-
nificant figures in the corresponding places in the sub-
trahend.

Multiplication may be taught in four cases :

1. In examples in which no single product will ex-
ceed nine, one figure in multiplier.

2. One figure in multiplier, but each figure is greater
than nine.

3. Examples with two or more figures in multiplier.

ARITHMETIC. 87

4. Examples with ciphers in the multiplicand or
multiplier, or both.

Division : The best results will be obtained by taking
up at once the form of Long Division. For the steps
in this, see page 106.

Practical examples, involving two of the funda-
mental processes, should be given frequently, and in
such a way as to excite mental activity. Mental and
written work should go hand in hand.

Factoring and cancellation should be taught so as to
give pupils the power of abridging processes in their
future work, if they so desire.

Common Fractions may be presented in the follow-
ing cases :

1. To change units to improper fractions.

2. To change mixed numbers to improper fractions.

3. To change improper fractions to whole or mixed
numbers.

4. To change fractions to lower terms.

5. To change fractions to common denominators.

6. Addition of fractions.

7. Subtraction of fractions.

8. Multiplication of fractions.

9. Division of fractions.

10. Fractional relation of numbers.

Let mental questions be framed if there are not
enough in the text-book to illustrate each step. Avoid
all puzzles or questions that are too much involved.
Example :

f of -f of 30 is f of how many times i of f of llf ?

Decimal Fractions: The topics needing special at-
tention are :

1. Writing and reading decimals.

2. Changing common fractions to decimals.

88 SCHOOL DEVICES.

3. Changing decimals to common fractions.

4. Addition of decimals.

5. Subtraction of decimals.

6. Multiplication of decimals.

7. Division of decimals.

In division of decimals two cases will arise-.

1. When the number of decimals in the dividend
equals or exceeds the number in the divisor.

2. When the number of decimals in the dividend is
fewer than the number in the divisor.

In the latter case, show how ciphers maybe annexed
to the dividend, thus making their number equal the
number in the divisor, so that one rule will be suffi-
cient for both cases.

In teaching Compound Numbers omit all obsolete
tables.

Upon teaching Percentage, see page 128.

Teach interest by but one method, and have no other
used ordinarily. Examples in proportion to be solved
by analysis. A few of the simpler problems in men-
suration should be taught.

These topics are almost all that need be taught the
average pupil.

A Simple Piece of Apparatus for Teaching
Primary Number.— Have a wire stretched behind
the desk and on it string spools. Teach counting by
2's, 3's, 4's, etc. Subtraction-tables can be built up by
using the spools, and also the lower tables of multiplica-
tion.

Scheme for Teaching the First Three Or-
ders of Units.— FIRST STEP. As a basis, children
should have been taught numbers from one to ten ob-
jectively, and should be able to count to a hundred.

ARITHMETIC. 89

Let the teacher write the figures 1, 2, 3, 4, 5, 6, 7, 8, 9 on
the blackboard in a column, and ask children to read
each figure, naming some object after it ; for instance, 1
chair, 2 desks, 3 pencils, 4 erasers, etc. When the child
sees clearly that 2 desks means two objects of the same
kind, and 3 pencils three objects of the same kind,
the teacher may ask how many ones there are in 2,
in 3, in 4, etc. When the pupil comprehends that 4
ones are meant by 4, and five ones by 5, etc., the
teacher will tell the child that instead of saying that
there are two ones in 2, we may use a word which
means the same as one, and say there are two units in
two. Then let the teacher question as follows: How
many units in this number? (pointing to 3.) How
many in this? (pointing to 4, and so on to each.) Some
one show me a number that has as many units in it as
I hold up fingers (holding up, two, three, five, eight,
etc., fingers).

What does unit mean?

Ans. One.

What is a unit?

Ans. A one.

Yes, or we may say, " A unit is one, or a single
thing."

You may tell me what a unit is?

Ans. A unit is one, or a single thing.

Now, class, give me close attention before going to
seats, as I have a hard question for you, and I want
every little boy and girl to hold up his hand ready
to answer my question.

What is the largest number of units that can be
written down or expressed by one figure?

Ans. Nine units.

90 SCHOOL DEVICES.

Let the above be regarded as the first step in the
scheme. It will probably take several days to cover
this first step, as there should be a great deal of drill
upon each point, and a review of the previous day's
lesson, before taking up anything in advance.

SECOND STEP. — For the next step the teacher has
several bundles of splints, each bundle containing ten
splints. If the teacher is unable to obtain splints,
small straight twigs of uniform size may be cut and
tied up in bundles. The teacher now passes bundles
to several children, asking how many units there are
in each bundle.

Ans. Ten units.

Now, instead of saying here are ten units, we may
say of this bundle that it is 1 ten. (This point is an
arbitrary one, and the most direct and logical way is
to tell it at once to the class.)

The teacher now gives a different number of bundles
to different children, and asks:

What have you?

Ans. Two bundles.

What may you say instead of bundles?

Ans. Tens.

What have you? tell me again.

Ans. I have 2 tens.

The teacher drills in this way with the others who
were given bundles.

Teacher (holding up one bundle). What is here?

Ans. Iten.

How many units?

Ans. 10 units.

Who can write 1 ten on the board in figures?

AEITHMETIC. 91

(Holding up two bundles.) What do I hold up?

Ans. 2 tens.

How many units?

Ans. 20 units.

You may write 2 tens upon the board.

The teacher continues in this way till 9 tens is
reached.

The teacher now holds 2 bundles in one hand and
three units in the other, and, asking what is in each
hand, then puts the bundles and splints in one hand,
asking, What is here?

Ans. 2 tens and 3 units.

Or how many units?

Ans. 23 units.

Please write it upon the board.

Now, holding up bundles and units in different com-
binations, children are asked to write upon the board
the number of tens and units. Continue in a similar
manner till children are thoroughly familiar with
numbers to 99.

THIRD STEP. — Begin this step by review of foregoing
matter in some such way as, Who can write upon the
board a number containing tens and units? Read the
figure which tells the number of units. The figure
which tells the number of tens.

The teacher will now have ready several large bun-
dles containing ten of the smaller bundles. Handing
one of them to a child,

How many tens have you in your bundle?

Ans. 10 tens.

How many units are there in 10 tens?

Ans. 100 units.

92 SCHOOL DEVICES.

Who can write 100 units on the board?

Taking another bundle, the teacher asks, How many
units in this bundle?

Aiis. 100 units.

(Putting the two bundles together.) How many units
in these?

Ans. 200 units.

Who can write 200 units on the board?

Same for 300 units. And now, if children have been
thoroughly taught, such abstract questions as, u Who
can write 400 units on the board? 500 units?" etc., may
be asked.

The rather difficult point of leading children to recog-
nize the number of tens in 100 units, 200 units, etc.,
now follows. But if the bundles of 100 each, and the
numbers 100, 200, etc., are used in close relation, the
difficulty is easily overcome.

Let the teacher now put in one pile on the desk 1
bundle of 100 units (10 bundles of ten each), 2 bundles
of ten each, and five splints, and then ask class how
many units there are on the table. See that pupils
recognize there are 1 hundred, 2 tens, and 5 units.

Who can write a number on the board that shall ex-
press as many splints as are here on the table?

Child writes 125.

Teacher now points to the large bundle, asking child
to show what figure of the number on the board means
so many. Pointing to the 2 bundles of 10 each, teacher
asks for the figure that represents these ; then for the
figure that represents these (the five single splints).

Drill with other numbers, as 156, 224, etc.

Point to the place in which we find units written.

ARITHMETIC. • 93

Pupil points to the first place.

In what place do we find the tens?

Ans. In the second place.

Where, thinking of the units?

Here the child will likely say next to the units, and
must be led to see that he should say to the left of
units.

In what place is the hundreds written?

Ans. In the third place.

Where, thinking of the tens?

Ans. To the left.

Who can tell me what is written in each place?

Ans. Units is written in first place, etc.

Who can tell where units, tens, and hundreds are
written?

Ans. Units is written in the first place, tens is writ-
ten in the second place, or to the left of units, and
hundreds is written in the third place, or to the left of
tens.

The teacher should be in no hurry to get to thou-
sands. Let there be drill upon the above again and
again, varying as much as possible, so that the whole
knowledge in these steps sinks deep into the child's
mind, and is thoroughly assimilated. When that
time comes, little trouble will be found in teaching
what remains of Numeration.

Numeration.— When a pupil is able to read any
number composed of three figures, there is nothing to
hinder his taking up numbers of two, three, or more
periods. Let the teacher write on the board a number
like the following, being careful to separate the periods

94 SCHOOL DEVICES.

a little more than would be necessary afterward : 167,
286, 534. Now, put a book over any two of the groups,
and let the scholar read the figures of the uncovered
group. The teacher may now state that when num-
bers have more than three figures, they are divided
into groups of three figures each, beginning at the
right hand. The name given to the second group is
thousands (teacher writes thousands obliquely above
that period) ; the name given to the third group is
millions (teacher writes millions above that group).
Let the teacher next place a book over the first and
second periods, and direct the pupil to read what is
uncovered, and call the name of the group as soon as
he reads the number. Moving the book along, the
pupil is asked to read the second period and call the
name above it. Then pass to the units period. Prac-
tise now without the book. Next take numbers like
these : 26,445, 4,262,676, 54,443,666. When able to read
these without the name of the period written above,
pass to numbers of four periods. It will be seen that
when the pupil is ready to take the fourth period,
nothing is necessary except to give him the name of
that period.

While learning to read, some numbers should be
given him to write.

Device for Drill with Decades.— Write upon a
sheet of manila-paper, with a small camel's-hair brush
and common writing-ink, the numbers from 0 to 109 in
the following order:

AEITHMETIG. 95

100 101 102 103 104 105 106 107 108 109

This table can be made the basis of much useful drill
in classes of different grades. It is intended that the
work shall be oral. Let 1 be added to the numbers of
each decade ; as, 1 and 0 are 1, 1 and 10 are 11, 1 and 20
are 21, and so on through the first decade. In like
manner, add 1 to all the other decades. Then add 2,
then 3, and all the numbers to 9, to each decade. In
reciting, give to each pupil a decade.

When in adding 2, the 9th decade is reached, viz.,
adding 2 to 8, the class may be asked what right-
hand figure is given when 2 is added to 8. They reply,
" Naught or zero." Here there is an inference for
them that 2 and 8 give 0 as a right-hand figure. So 2
and 9 give 1 as a right-hand figure. Then 3 and 7 give
0, 3 and 8 give 1, 3 and 9 give 2, as right-hand figures.
The plan can now be readily seen.

The value of the drill is the facility it gives in add-
ing. Many persons who find no difficulty in telling
instantly that 17 and 6 are 23, or that 18 and 7 are 25,
have to halt a little and think twice to be sure that 77
and 6 are 83, or that 68 and 7 are 75. Now a pupil, in

96 SCHOOL DEVICES.

the drill here suggested, goes through, in the decade of
7 and 6, the following: 7 and 6 are 13, 17 and 6 are 23,
27 and 6 are 33, 37 and 6 are 43, 47 and 6 are 53, 57 and
6 are 63, 67 and 6 are 73, 77 and 6 are 83, 87 and 6 are
93, 97 and 6 are 103, 107 and 6 are 113. In doing this,
he learns so thoroughly that 7 and 6 in all combina-
tions gives 3 as a right-hand figure, that when he adds a
column of figures he will not hesitate and falter in his
work when the sum progresses through the forties,
fifties, sixties, etc.

The decades can then be taken in reverse order, add-
ing any number less than 10 to the 10th decade first,
then to the 9th, and so on.

It is only requisite to say that the use of the decadal
table in subtraction is as necessary and varied as it is
in addition.

Counting by 2's, 3's, etc. --Variety of drill in
addition is often secured by asking pupils to start with
some number and count by 2's, 3's, etc. For instance,
the child takes 1 as a basis, and counts by 2's as fol-
lows: 1, 3, 5, 7, 9, 11, etc. Then starting from 2, he
gives 2, 4, 6, 8, 10, etc., carrying the counting as far as
the teacher deems best, which ought sometimes, in the
case of larger numbers, to go to 100.

It will be seen that all the numbers below the one by
which the counting is done are taken as a basis in
order to make all the combinations. In counting by
5's, we should have 1, 2, 3, 4, and 5, each as a starting-
point.

The above device, as will be readily recognized, is
substantially the same as the Decades given else-

ARITHMETIC. 97

where, except that in the Decades the pupil is aided
by what the eye sees upon the chart.

For Oral Practice in Adding and Subtracting
3, 7, 1 1 . — Take the number 3, add it to 1, and succes-
sively to the sums up to 50. Thus, 1, 4, 7, 10, 13, etc.
So with sevens: 1, 8, 15, 22, etc.

Then take some large number, as 70 or 100, and go
rapidly backwards, taking away three every time, or
seven, or eleven.

Borrowing One from the Next Column.—
Primary scholars frequently find it difficult to under-
stand the reason of "borrowing one from the next
column" in subtracting one number from another.
The illustration given below will enable the teacher to
make it clear to them. Suppose it is required to sub-
tract 125 from 412. Have a number of one-dollar bills,
ten-cent pieces, and pennies. Tell the class that the
pennies will be called units, the ten-cent pieces
tens, and the one-dollar bills hundreds. The question
then becomes this : from four bills, one ten-cent piece,
and two pennies take one bill, two ten-cent pieces,
and five pennies. Ask the one having the four bills,
one ten-cent piece, and two pennies to give you five
pennies. As that will be found impossible, exchange
the ten-cent piece for ten pennies. The pupil will then
have twelve, and on giving the five will see that seven
are left. Then ask for two ten-cent pieces, and as the
pupil will have none, exchange one of the one-dollar bills
for ten ten-cent pieces. On giving up two of them, eight
will be left. After this ask for one one-dollar bill which,
taken from the three bills left, will leave two. The

SCHOOL DEVICES.

child will thus see that there are left two one-dollar
bills, eight ten-cent pieces, and seven pennies, or 287.

ANOTHER PLAN— Write an example on the board
in this way :

744 = 6 hundreds + 13 tens + 14
367 = 3 + 6 " + 7

377 3 77

Explain that 744 is equivalent to 6 hundred, 13 tens,
and 14. In the same way, explain that 367 is equiva-
lent to 3 hundreds, 6 tens, and 7. Next show that 7
cannot be taken from 4, so we borrow one of the tens
from the 40. 7 tens cannot be taken from 3 tens, so we
borrow 1 hundred, or 10 tens, which, with the 3 tens,
makes 13 tens; giving for the whole 6 hundreds, 13
tens, and 14. Follow the same plan with the other
number, and complete the subtraction.

A Form of Drill by Diagrams.— Draw upon the
board the accompanying diagrams with colored cray-

2 11

9 18

4 10

J V

ons. The teacher may point to different numbers, and
the pupil states the result, having used the number in
the centre of the diagram by adding, subtracting, or

ARITHMETIC. 99

multiplying as previously directed. The centre num-
ber is changed as soon as the combination becomes
familiar. As seat-work, the pupil may be directed to
begin with some figure and write upon his slate the
results, going round the diagram towards the right
or the left. If there is danger of copying from each
other, one line of pupils can be directed to go round
to the right, and another to the left.

Rapid Addition.— Special prominence should be
given to the combinations of numbers that form ten ;
as, 9 and 1, 8 and 2, 7 and 3, 6 and 4, etc. Again, the
pupil should be taught to combine rapidly small num-
bers into larger numbers, that when placed together
will form ten; as, 1, 2, 4, and 3. The pupil should say
simply, seven and three are ten. In adding a column
of this sort, 3, 3, 4, 6, 4, 1, 2, 3, 4, 7, 1, 2, the pupil
should say " ten, twenty, thirty, forty." Of course
ordinary columns will not always be divisible into
tens, but the principle holds good— that when the eye
can be trained to see large numbers in the combina-
tion of small ones as quickly as the individual small
numbers can be pronounced, there will be a great sav-
ing of time.

For Busy Teachers— Drill in Fundamental
Rules. — A teacher can save much time and labor by
the use of a chart in the arithmetic class.

Take a wide piece of paper and across the top write
the letters of the alphabet. Under these write any
numbers that may be desired. If the class is learning
to add numbers, all that the teacher need say is, " Add
JT, D, and GL" Or, if the class is in subtraction, multi-

100 SCHOOL DEVICES.

plication, or division, "From L takeS," " Multiply H
by J," etc.

Fractions can be written instead of whole numbers.
Dollars and cents can also be used.

Device for Detecting Incorrect Answers in
Addition. — When pupils have added the numbers
given, draw a line under the result and direct them
to add the numbers again, including the answer. If
the work is correct, the last result will be double the
first. Pupils will thus prove their own work, and the
teacher can see at a glance whether the work is cor-
rect or not, thus saving much time.

Device for Teaching Multiplication.— Have a
number of lines composed of dots or small disks, mak-
ing the dots or disks of each line with chalk of a
different color. To teach the multiplication of two by
three, for instance, show that the sign of multiplica-
tion ( x ) means times. Direct pupil to point off three
yellow dots, then three red dots,— How many in all ?
How many are three taken twice ? How many are
two times three ? Let the work then be written thus:
2x3=6.

Drill in Rapid Adding, Subtracting, Multiply-
ing, and Dividing.— As a general exercise for the
whole school, just after the session opens in the morn-
ing, or in the three or four minutes that sometimes
remain before the time for closing, an example of this
sort may be given: Let the pupils take their slates
and add to 20 the number 4, subtract 10, multiply
by 30, add 80, divide by 5, add 1, multiply by 9, take

ARITHMETIC.

101

away 699. What is left ? Of course, the question can
be varied in any way, the object being simply to
induce rapidity and exactness of work.

If there is not sufficient time for using slates, let the
teacher give something like the following, requiring
pupils to solve mentally, keeping up with the exercise
as stated : Multiply 4 by 6, add 10, add 6, divide by 2,
multiply by 5, subtract 9, subtract 8, subtract 3, divide
by £. Raise hands all who have an answer. What
is yours ? yours ? yours ? etc. Those who gave 160
gave the correct answer.

Such exercises can be varied, sometimes making
them so simple that very young students in arith-
metic can follow them, and again so difficult that only
the most proficient in school are able to state the
correct result.

To Prevent Pupils Learning Tables by Rote.
— This device will afford variety in addition and multi-
plication, and will to a considerable extent prevent
pupils from learning the tables by rote or by the com-
binations of sounds. Write the table on the blackboard.

5'8

2's

3's

4's

6's

8's

9's

IG'8

102 SCHOOL DEVICES.

Require individual pupils to point out on the black-
board the combination of the figure in each column
above the line across the top of the table, with the fig-
ures below, and give only results :

Add the column of "5's" downwards and upwards
until the pupil has thoroughly mastered it. Do not
allow pupils to repeat five and ten are fifteen, five
and six are eleven, five and eleven are sixteen, etc.,
but require them to point on the blackboard to each
figure in the column, and give only results; down-
wards thus, 15, 11, 16, 10, 9, 6, 8, 12, 17; upwards,
17, 12, 8, 6, 9, 10, 16, 11, 15.

Add the other columns in the same manner.

Rapid Addition by Sums of Ten.— Add silently
and tell how many tens and units in each group. For
example, 7 + 7 + 7; two tens and one unit.

6 + 7 + 9 7 + 6 + 7 3 + 9 + 7

8 + 8 + 6 6+5 + 9 2 + 8 + 6

In adding, keep the tens' results in the mind: e.g.,
in 6 + 7 + 9, think, 6+4 + 12 = 22; 7 + 6 + 7, think,
7 + 3 = 10 added to (7 + 3) 10 = 20. The habit of
separating and combining quickly, so as to see all the
tens' sums, is easily acquired and greatly facilitates
rapidity and accuracy of adding. Give many com-
binations of three units, until the class is quick and
accurate. Then take four figures, as: 7 + 6 + 7 + 2,
6 + 6 + 7 + 9, 8 + 7 + 8 + 6. The plan applies to large
numbers equally as well, as:

15 + 16 + 17 18 + 19 + 11 17 + 11 + 12

Value of Zero in Multiplication.— In teaching
addition and subtraction, children readily understand

ARITHMETIC, 103

the value of zero. They will say without hesitation
that4 + Oor 0 + 4 = 4, and that 8 — 8 = Oor8 — 0 = 8.

But it is not uncommon to find pupils as far ad-
vanced as fractions, in multiplying, make the mistake
that 8x0 = 8 or 0x6 = 6.

For this reason there should be special drill in mul-
tiplying zero by any number, or any number by zero.
In building up the multiplication tables the teacher
can best judge when to give this drill to a class.

We will suppose, for example, the lesson to be on the
number eight. Give to each pupil a bundle of eight
sticks, and let the teacher continue as follows :

" Put down upon the table one stick at a time till all
are down. How many times have you put down one
stick to make eight sticks ?"

" Eight times."

Write upon the blackboard 8x1 = 8.

"All the sticks in hand. Lay them all down at
once. How many times did you lay them down ?"

"Onetime."

Write 1x8 = 8.

"All the sticks in hand. Put your hands down
eight times, but lay down nothing each time. How
many times did you lay down nothing ?"

" Eight times."

" What is on the table ?"

"Nothing."

" Then 8x0 equals what ?"

"Nothing."

Write upon the blackboard 8x0 = 0.

" Sticks in hand. Put your hands to the table one
time, but lay down nothing. What is on the table ?"

"Nothing."

104 SCHOOL DEVICES.

" Then 0x8 equals what ?"

11 Nothing."

Teacher writes 0 x 8 = 0.

Rapid Work in Multiplication.— As it takes a
great deal of time to work out even short examples, it
is well to have a few devices for finding correct an-
swers without going over the work.

Take two figures for the multiplicand and two for
the multiplier; the sum of the units must be ten, and
the tens must be alike ; for instance, 21 x 29, 32 x 38,
43 x 47, 54 x 56, 65 x 65, etc.

The answer is obtained by multiplying the units' fig-
ures together and keeping the whole amount, adding
one to one of the tens' figures, multiplying them and
keeping that whole amount, as 78 x 72.

Multiply the units' figures together, 2x8 equals 16.
Keep the whole amount.

Add one to one of the tens' figures, 7 + 1 = 8; then
multiply the tens' figures, 8x7 equals 56. Keep the
whole amount. Ans. 5616.

Adding ciphers to either multiplicand or multiplier
will lengthen the examples.

Rapid Slate Work.— The recitation in Arithmetic
has been finished, and a little time still remains. The
pupils have their slates or pencil tablets. A simple
problem is announced, involving principles and pro-
cesses with which the pupils are familiar, with the
understanding that the pupil who first gets the correct
answer may retire from the class to his seat. The
other members of the class do not continue to work at
the problem, but a new one is given them immediately,
on the same conditions as before. This may be con-

ARITHMETIC. 105

tinued as long as time permits or the interest lasts.
The stimulus to work rapidly and accurately is very
great. Even classes well advanced will enter into such
a contest with zest.

Mental Drill in Number.— Most pupils can mul-
tiply by 10, 12, or 15, without writing out the partial
products. With a little practice they can multiply in
the same way by any number containing two or three
figures, and the mental drill acquired by this rapid
calculation will be of great service through the entire
work in arithmetic. For example, it is required to
multiply 42 by 23.
1st. 3x2 = 6, which write down for the units' figure

in the product.

42 2d. (3 x 4) + (2 x 2) = 16. Write down the 6
for the tens' figure in the product, and reserve
966 1 to add.

2x4 = 8+1 = 9, which completes the product.

1st. 7 x 8 = 56. Write down the 6 as the units' fig-
ure in the product, and reserve 5 to add.
68 2d. (7 x 6) + (2 x 8) + 5 (to add) = 63. Write
down the 3 for the tens' figure in the product,
1 836 an^ reserve 6 to add.

3d. 2 x 6 + 6 =18, which completes the product.

1st. 5 x 5 = 25. Write down the 5 for the units' fig-
ure in the product, and reserve 2 to add.

2d. (5 x 2) + (4 x 5) + 2 = 32. Write down
125 the 2 for the tens' figure in the product, and re-
45 serve 3 to add.

~^~^ 3d. (5 x 1) + (4 x 2) + 3 = 16. Write down

the 6 for the hundreds' figure in the product,

and reserve 1 to add.

106 SCHOOL DEVICES.

4th. 4x1 + 1 = 5, which completes the product.

1st. 3x0 = 0. Write down the 0 for the units' fig-
ure in the product.

2d. (3 x 6) + (7 x 0) = 18. Write down the
560 8 for the tens' figure in the product, reserving
73 i to add.

40 880 3d' (3 x 5) + (? x 6) + * = 58- Write down
the 8 for the hundreds' figure in the product
reserving 5 to add.

4th. 7 x 5 = 35 + 5 = 40, which completes the
product.

Teach Long Division before Short Division,

as short division is seldom used, and after it is taught,
it lessens in no way the difficulty of teaching long
division. On the other hand, when a pupil has learned
long division, the teacher has hut to mention short
division, show how an example is worked, and the
pupil takes it without putting further time upon it.

In long division, the form is the difficult thing.
We give below a series of examples each representing
a step. The arbitrary matters about long division
must be told. See that the pupil has thorough famili-
arity with each step before going to the next. To
secure this familiarity, the teacher will have to supply
other examples similar to each step.

ARITHMETIC.

107

2)426(213
4

2
2

6
6

3)693(231
6

3
3

4)448(113
4

4
4

8
8

4)8084(2021
8

0
0

8
8

4
4

2)496(248
4

16
16

3)6342(2114
6

3
3

4
3

12
12

108

SCHOOL DEVICES.

6)672(112

7
6

12
12

7)791(113

9
7

21
21

8)824(103
8

24
24

5)905(181
5

40
40

5
5

9)189(21
18

9
9

9)1890(210
18

0
0

11)242(22
22

11)2420(220
22

22
22

0
0

ARITHMETIC. 109

12)384(32 25)575(23

36 50

24 75

25)3275(131
25

77
75

25
25

Do a great deal of work with divisors containing but
two figures. A way to pass to divisors of three or
more figures will now readily suggest itself.

Of Value in G. C. D. and L. C. M.— Any num-
ber is divisible by three, if the sum of its digits is di-
visible by three.

Any number is divisible by four if it end with two
or more ciphers, or if the number expressed by its two
right hand digits is divisible by four.

Any number is divisible by eight if the number
expressed by its three right-hand figures is divisible
by eight.

Any number is divisible by seven, eleven, or thir-
teen, if the units' period and the thousands' period are
the same.

Diagrams for Teaching Fractions.— Probably
no portion of the arithemetic gives more trouble to

110

SCHOOL DEVICES.

scholars than fractions. This difficulty may be les-
sened to a considerable extent by the use of diagrams.
For instance, addition and subtraction may be taught
in this way :

By these diagrams the pupil will at once see that
j-f j = i,— that i+i=f ,— that i = f ,— that i+J+ J = 1.
He will readily see that i— i=i,— that 1— f=i. Other
diagrams of a like nature can be easily invented.

1$ multiplication a figure of this sort may be used:

ARITHMETIC!.

Ill

The pupil will readily see that £ of i = |,— that £ of
1 = £,— that t of i = -J-.

Other diagrams will readily occur to the teacher.

In division the following figure, divided into fifths
and tenths, will show that f is contained 1J times in \.

The following diagram will show that | is contained
twice in f.

Chart for Teaching Fractions.— Addition and
subtraction of fractions can be taught to advantage
by taking small circles of different colored papers,
and dividing them into halves, quarters, etc. After
cutting them into the divisions required, paste them
upon a sheet of manilla paper as shown in the dia-
gram. If, for example, the pupil is required to add
| to f, by taking circles that are divided into fourths,
it will be plain to him that the result is f , which he
will also see is equivalent to li.

112

SCHOOL DEVICES.

ABITHMETIC. 113

If it is desired to subtract f from a whole number,
then by taking a circle which is divided into eighths,
the pupil will see at a glance that f remain.

Multiplication of Fractions.— Let each of the
pupils be provided with narrow slips of paper. Sup-
pose it is required to multiply i by f. Direct the
pupils to divide one of these slips into four equal
parts. They will then see what is meant by i. They
should then be directed to divide one of these fourths
into three equal pieces, and take two of them. The
class are then asked how many times they can take
two such pieces from the original paper. It will be
apparent to them that it would be six times, and that
in taking these two pieces out once they take a sixth
part of the whole, or that f of i is \.

Incorrect Reading of Certain Fractions.—
Many teachers and pupils read the fraction T^, one
one-hundredth ; the fraction yf -Q-, two one-hundredths ;
and in the same way Tf ^ yfo, etc. The incorrectness
of this may be shown by writing the fraction -^ twice
on the board, and in another place the fraction T|7.
Pointing to the first two, the teacher may ask, " What
are these? " The pupils must logically say " Two one-
hundredths." When the teacher points to the other
fraction, the class must answer "Two-hundredths."

An Aid in Learning to Read Decimals.— Often
a class finds difficulty in remembering the names of
the places in decimal notation. Confusion is likely to
arise when the number of decimal places is four, five,
six, or seven. For instance, the decimal .42606 will

114 SCHOOL DEVICES.

often be read ten-thousandths, instead of hundred-
thousandths. The difficulty comes from the pupil
being unable to tell at once whether the fifth place is
ten-thousandths or hundred-thousandths. A drill upon
the following scheme would prevent this. Write this
upon the board:

, I I II

Ifg^rii?,;
-o a •« .a a -a j§

I I I 3 | I 1 1

i I I I j i I 1 I

123456789

Then ask what is the third place, the sixth place,
the ninth place.

The pupil in replying thousandths, millionths, bil-
lionths, associates in his mind the order third, sixth,
ninth place, with the guiding names, thousandths,
millionths, billionths. Let the teacher continue his
progress by threes through the places of notation,
by asking next what the name of the first place is,
what the fourth, what the seventh. After this let the
scholar discover that the hundredths, hundred-thou-
sandths, and hundred-millionths places are related
to the second place in progression by three. When
the pupil sees these relations, question upon the name
of the places by calling their numbers until complete
mastery is obtained.

Development Lesson in Multiplication of
Decimals.
Teacher. Since we first express, read, add, and sub-

ARITHMETIC. 115

tract decimal fractions as integers, how shall we mul-
tiply a decimal fraction by a decimal fraction?

Pupil. As integers.

T. Multiply, then, one hundred twenty-five thou-
sandths by five-tenths.

.125
.5

625

T. What have you multiplied?

P. 125.

T. How does 125 compare in value with .125?

P. 125 is one thousand times as great as .125.

T. How, then, does your product compare with the
true product?

P. It is one thousand times as great.

T. How do you find the true product?

P. By dividing 625 by 1,000.

T. How do you do this?

P. By pointing off three places from the right of the
product. .125

T. Do this, and read the result? •&

P. Six hundred twenty-five thousandths. .625

T. By what have you multiplied?

P. By 5.

T. By what were you required to multiply?

P. By .5.

T. How does 5 compare in value with .5?

P. 5 is ten times as great as .5.

T. How, then, does the product .625 compare in
value with the true product?

116 SCHOOL DEVICES.

P. It is ten times as great.

T. How do you find the true product?

P. By dividing .625 by 10. -125

T. Do this, and read the result. 1?

P. Six hundred twenty-five ten thousandths. .0625
Solve several examples in the same way, and then
lead the class to infer the rule.

Writing Decimals.— 1. The pupil must know the
name and the number of each order, at the right of
the decimal point. He must have these facts so
thoroughly fixed in his memory that he can instantly
give the name of the order if the number is spoken, or
give the number of the order from the decimal point
if the name is spoken.

2. In writing pure decimals, require the pupils to
place the period on the blackboard first.

3. Permit no erasing, no numerating, no second
trial.

4. The name of any number is determined by the
position of its right-hand figure with respect to the
decimal point.

5. Suppose the teacher to speak the number two
hundred seventy -eight million ths. The pupil thinks :

a. Millionths' order is the sixth at the right of the
decimal point, hence the 8 must stand in that place.

b. Three figures are required to express two hundred
seventy-eight, hence three zeroes must precede the
two. The order then is, period, three zeroes, two,
seven, eight. When he has thought through the work
he is ready to use the crayon intelligently.

The work should be performed very slowly until the

ARITHMETIC. 117

pupil has mastered the details of the method. When
these are under his control, great facility should be
secured before the matter is left.

In order that the teacher may discover whether the
pupils are doing the requisite thinking, the class may
be required to state what is to be done, or to tell the
teacher how to write the decimal.

Suppose the number to be fifty-seven ten-thou-
sandths. The recitation may take a form similar to
the following: Ten-thousandths' order is the fourth at
the right of the point. Two figures are required to
express fifty-seven, hence the fifty-seven will be pre-
ceded by two zeroes. The expression consists of the
decimal point, two zeroes, and fifty-seven.

Teaching Tables of Weights and Measures.
— 1. Measures of Length. Have at hand a foot-rule or
a stick one foot in length marked into twelve equal
spaces, also twelve sticks or pieces of card-board one
inch in length. Draw two perpendicular lines upon
the blackboard having the space between them one
inch. Show at the same time one of the inch sticks,
and tell pupils that the length of the space and the
stick is one inch. Holding objects one inch apart, ask
the distance. Ask pupils to draw a line one inch in
length, two inches, six inches, and so on to twelve.
Pass the foot-rule to the pupils for them to examine,
and have each draw one upon the blackboard or upon
his slate.

Next, have a stick three feet in length, divided by
marks into three equal spaces, and tell class that three
foot spaces equal one yard. Let the pupils practise
drawing lines one yard long, one yard and one half,

118 SCHOOL DEVICES.

one yard and nine inches, etc. Ask one member of
the class to measure with the yard-stick five and one
half spaces, and another to measure with the foot-
rule sixteen and one half spaces. Let them compare
the two measurements, and then tell them the distance
between the two points is one rod. Provide the class
with a line or pole one rod in length, and measure
distances outside of the schoolroom. If the school-
grounds are enclosed, it is a good plan to require their
dimensions in yards or rods. Tell the class that three
hundred and twenty rod-spaces make one mile. Have
an object one mile from the schoolhouse observed.
Ask such questions as : How far to your home ? How
far to the river ? How far to the nearest city, town,
or village ? How many times would you have to go
to a friend whose house is one mile away to equal the
distance to the nearest town, etc.

Write upon the blackboard the table of Long Meas-
ure, and drill thoroughly upon it. Require pupils to
write it upon their slates.

Measures of Surfaces.— When beginning square
measure the pupil must first clearly distinguish the
square inch from the lineal inch. One way of effect-
ing this is to cut pasteboard or paper into pieces one
inch square, ask pupils to measure the side, and then
tell them that a square whose side is one inch is a
square inch. Require pupils to draw a square inch
and a linear inch, and compare. Enlarge the square
inch to two square inches, to four square inches. As
soon as scholars know a square inch when they see it,
require them to draw rectangles of various shapes and
sizes, divide them into square inches, and from the

ARITHMETIC. 119

measurements and results deduce the rule for finding
the area of a rectangle when the sides are given.

Ask the pupils to draw a square foot, divide it into
square inches, and calculate the area from the side.
Do not tell them that there are one hundred forty-
four square inches in a square foot, but let them find
it out for themselves. Require pupils to measure the
sides of hooks, slates, etc., and calculate the areas.
Prove the work frequently by actual division into
square inches.

Pursue the same plan in developing the idea of a
square yard. It should be drawn upon the blackboard
and divided into square feet.

The square rod should be measured on the school-
ground, using same space measured in teaching a linear
rod for one side of the square rod, the corners staked,
and the area calculated in square yards. After the
pupils thoroughly understand the area of a square rod,
toll them that one hundred sixty square rods in any
form are called an acre, and have them locate plots of
ground each containing one acre. Tell the pupils the
number of acres in a square mile.

Write table of Square Measure on the blackboard
and drill upon it.

Measures of Solidity.— Begin cubic measure by
teaching the cubic inch with blocks an inch on each
edge. Let the pupils handle them and tell how they
differ from a linear inch or a square inch. Ask them
to pile the blocks into rectangular solids of different
sizes, observe the dimensions in linear inches, and the
solidity in cubic inches, and finally deduce the rule
for finding the contents.

120 SCHOOL DEVICES.

Use a box one foot on each outside edge to represent
a cubic foot, and ask the pupil to explain the differ-
ence between a linear foot, a square foot, and a cubic
foot.

Illustrate the cubic yard with a three-inch cube, and
the cord and cord-foot, which should not be made a
part of the table, with a block 8 by 4 by 4.

Complete the work by requiring the contents of
small boxes in cubic inches, and of larger ones in cubic
feet.

Drill upon the table.

Measures of Capacity.— Place before the class a
set of liquid measures, — gallon, quart, pint, and gill, —
and tell them their names. Make a part of the table
by filling the larger measures with water measured in
the smaller ones, and complete it by telling the pupils
the number of gallons in a barrel and in a hogshead.
Or, if any pupil can find at home an empty water-
tight barrel, ask him to ascertain, by measuring, the
number of gallons in a barrel, and allow him to state
the fact to the class instead of telling them yourself.

Drill upon the table.

To teach dry measure, use quart, peck, and half-
bushel measures. Build up the table by measuring,
using sand or corn. Compare the dry quart with the
liquid quart. Drill by asking such questions as,
How many quarts in a half -bush el ? How many
pecks are required to fill a two-bushel sack ? etc. Ask
them to name articles measured by dry measure, by
liquid measure.

Drill upon the table.

ARITHMETIC. 121

Measures of Weight.— Teach avoirdupois weight
by bringing before the class ounce, two-ounce, quarter-
pound, half-pound, and pound weights. Ask questions
which require class to change ounces to pounds and
pounds to ounces. Tell them the number of pounds
in a hundredweight and the number of hundredweight
in a ton. Drill thoroughly upon the table, using the
abbreviations and symbols.

In apothecaries' weight lead class to see that sixteen
druggists' ounces equal a liquid pint.

Measure of Time.— Direct the pupils' attention
to the clock, and ask them to notice lapses of time till
they have a good idea of various short periods, such as
five seconds, thirty seconds, one minute, five min-
utes, etc. Ask them the length of each intermission
of the school-work, the length of time passed in school
each day. Explain the artificial division of the day
into two parts, and how the morning hours are distin-
guished from those of the afternoon. The number of
days in each month should be thoroughly learned (see
page 129), and each pupil should know the date of his
birth, and be able to tell his exact age at the time of
reckoning.

Circular Measure.— It is very difficult for young
pupils to comprehend the true nature of circular meas-
ure, and a thorough comprehension of it ought not to
be expected till geometry is reached. However, pupils
readily understand the division of a circle into parts.
Draw a circle upon the blackboard, and begin with
telling pupils that every circle is divided into three
hundred and sixty parts, called degrees. Draw diam-

122 SCHOOL DEVICES.

eters so as to divide the circle into four equal parts,
and ask how many degrees in each part. Tell pupils
that each angle made by the diameters is a right angle
or an angle of ninety degrees. Ask pupils to draw
right angles upon their slates, upon the blackboard,
and to point out right angles in the schoolroom. Lead
them to recognize angles less than a right angle or
acute angles, and angles greater than a right angle or
obtuse angles. Divide one of the right angles in the
circle that has been drawn into two equal angles, and
ask what kind of an angle each is, and how many de-
grees it contains. In this way a pupil may be given
some elementary ideas about circular measure.

United States Coins.— The most practical work a
pupil can do in studying United States money is to
handle the coins and use them. They will likely
know the name, appearance, and relative value of the
different coins, but will need drill in computing the
cost of articles sold by the yard and pound, in count-
ing the requisite sums for payment, and in making
change.

Divisions of Time— To Vary Number Work.—

Write upon the blackboard the following:
There are — months in a year.
There are — weeks in a year.
There are — days in a year.
There are — days in a month.
There are — days in a week.
There are — hours in a day.
There are — minutes in an hour.
There are — weeks in a month.

ARITHMETIC. 123

There are — seconds in an hour.
There are — seconds in a minute.
After the blanks have been properly filled ask such
questions as :

How many minutes in 3 hours ?
How many hours in 2i days ?
How many months in six years ?
How many weeks in i of a year ?
How many months in i of a year ?
How many weeks in 3£ years ?
How many hours in 4 days ?
How many days in 4 years ?
How many hours in 3i weeks ?

Steps in Arithmetic.— Giving steps in arithmeti-
cal solutions is an excellent method of impressing
operations upon the minds of pupils.

Thus, in the addition of fractions, after preparing
the class to reduce fractions to lowest terms, find the
least common multiple of given denominators; and
to change to similar fractions rapidly, the following
steps should be written in some conspicuous place on
the board:

STEPS FOR THE ADDITION OF FRACTIONS:

1. Eeduce the given fractions to lowest terms.

2. Find the least common multiple of the denomi-
nators.

3. Change to similar fractions.

4. Add the numerators.

5. Change results to a whole or mixed number.

6. Reduce fractional part of answer to lowest terms.

124 SCHOOL DEVICES.

An example being then placed on the board, six
pupils may each take one of the steps given, as fol-
lows:

Example: | + J + « + J = ,

Recitation—

1. John. All the fractions except £ are in their low-
est terms. (Changes f to j.)

2. Chas. The least common multiple of 6, 2, 4, and
3 is 12. (Writes : L. C. M. or L, C. D. equals 12.)

Ethel. The third step is to change to similar frac-
tions. ( Writes and recites, arranging in this order for
convenience.)

Five sixths equals ten twelfths; one half equals six
twelfths, etc.

5. 1 J _? _

6 2 4 3 "

10 6_ _9_ _8
12 12 12 12

4. Clarence. The fractions added equal f f .

5. Maud. Thirty -three twelfths is an improper frac-
tion. It equals 2 and T9^.

(Trace. The fraction TV is equal to f . The answer is
2 and f .

Problems may be taken in a similar manner; thus,
in the following problem :

After J of the pupils of a school have left, and f have
been promoted, what part remains ?

Mary. In this problem two operations are to be per-
formed—addition and subtraction.

Morrill. The first step is, add £ and f to find how
many pupils are gone from the school.

ARITHMETIC. 125

Allen. The second step is, subtract the result from
the whole number to find how many or what part re-
mains.

This is an excellent plan for keeping the attention of
a large class.

Children like details.

Percentage-— If you have had difficulty in teach-
ing Percentage, finding that your pupils at length be-
come confused with formulas and the terms "Base,"
" Rate," " Percentage," etc., drop these and teach Per-
centage as a part of common fractions.

The applications of fractions to percentage are as
follows :

1. What are f of 20 ?

2. 12 is | of what number ?

3. 12 is what part of 16 ?

The first work in percentage should be a review of
these problems. Use fractions having 100 for a denom-
inator a great deal; also fractions representing the
most common per cents, such as £, £, -J-, |, f , f , £.

Then require pupils to change these and similar
fractions to lOOths; after this require them to rewrite
and read, using the term per cent instead of the de-
nominator 100.

Now it is best to take up the work in an opposite
way ; for instance, give examples with the term per
cent and require the pupil to rewrite and read, using
the denominator 100 or the fraction in its lowest terms.

Give a great number of exercises in changing com-
mon per cents to corresponding fractions, and the re-
verse.

Assign examples like the following, and let pupils

126 SCHOOL DEVICES.

state them as examples in fractions : u A dealer having
120 bales of hay, lost f of it by fire ; how many bales
were lost?" would then read, " What is f of 120 bales?

Such drill will teach the pupil that he must first de-
cide what an example requires before he attempts to
solve it.

Let there be a great deal of original work in the way
of pupils bringing in problems of their own inventing ;
for when a pupil can make and solve his own examples
upon percentage he has mastered a knowledge of its
principles.

It will be seen that by the use of these simple forms,
which represent all possible problems in percentage,
the use of " cases," and the terms Base, Difference,
etc., have been avoided, and that, therefore, the pupil
has not been told in a difficult and roundabout way
what he already knows in a simple and direct way.

Take now some percentage topic, as Profit and Loss.
All through the work up to this point the terms
" Gain, " " Loss," "Cost," "Selling Price," have been
used, and they need no further definition here. All
that is necessary is to impress the pupil with the fact
that gains, losses, and selling price are reckoned on
the cost, or are a part of it. Make no cases here. Give
examples of every kind, and the pupil will place them
under the proper form with no assistance. Putting
examples under special cases dulls the discriminating
power of a pupil.

As an illustration of the solution of problems the
following is added:

1. A manufacturer sent a commission merchant
$3,675 to buy cotton for him. What is the commission
at 5 per cent?

ARITHMETIC. 127

Solution.— $3,675 == cost of cotton 4- commission.

— - — commission.

— r = cost of cotton.

-- = cost of cotton and commission.

Therefore, -^ = $3,675.

20 :

2. Bought a second-hand wagon for $48.12, and sold
it so as to gain 16f per cent; what was the selling
price ?

Solution.— $48.12 = cost.
1
6 =

5- = selling price.

I = 8.02.

7
Therefore, ^ = $56.14, selling price.

3. An agent charged $46.75 for selling a quantity of
oats. What was the sum returned to the grower, if
the agent's rate of commission was 24 per cent ?

Solution.— $46.75 is the commission.

24 per cent = -r^.

128 SCHOOL DEVICES.

- r- = commission.
40

- — selling price.

40 1 39

40 " 40 = 49' amount

39
Therefore, ^ = $1823.25, the amount returned.

Drill for Percentage.— In order to show how all
fractions can he changed into per-cents, draw four per-
pendicular lines on the board, and in the first column
write a common fraction; in the next the same value
written as hundredths, and in the last the same as per
cent. Thus:

Com. Fraction. As hundredths. As per-cents.

i 50 hundredths .50

4 33i " .331

Write a numher of common fractions and let the pu-
pil fill out the other two columns.

Give Frequently Examples in Words instead
of Figures.— In giving original examples, let them
frequently be given in words, not figures. The arith-
metical questions which arise in actual life are not in
the shape of figures, but we translate them into these
from our usual form of speech. Therefore, examples
given in the form of words are much easier to solve,
because more natural.

Aids in Interest.— An easy way to state fractions
of a month, provided the number of days is divisible
by 3, is by placing them in the form of tenths, thus :

ARITHMETIC. 129

3 days = .1 month; 6 days = .2; 9 days = .3; 12 days
= .4; 15 days = .5; 18 days = .6; 21 days = .7; 24
days = .8; 27 days = .9. Two months and eighteen
days would be written thus: 2.6 months.

It is worth remembering that from any day of any
month to the same day of the following month, there
are as many days as in the first-mentioned month.

Number of the Month.— It is necessary for work-
ing problems in interest that the pupil be able to tell
instantly the number of each month in the year.
Too many teachers pass this matter without giving it
any attention. A little drill upon the following scheme
will make pupils confident of the number, instead of
having to count, as many are obliged to do.

Write the abbreviations of the months in order
upon the board, numbering them. At once it will be
seen that March, the first month of spring, is the third
month ; that June, the first of the summer months, is
the sixth; that September, the first of the autumn
months, is the ninth; that December, the first of the
winter months, is the twelfth. With these firmly
fixed, the number of any other month is told instantly.
For instance, May is the fifth month, being immedi-
ately before June, the sixth. It is perhaps well to add
in this place that it is just as important the pupil
should know the number of days in each month. Do
not teach that old quatrain " Thirty days hath Sep-
tember," etc., for the pupil will rely upon it at first,
and is afterwards never able to get rid of it.

Every one knows the number of days in February.
Then all the other months have thirty-one days except
four. All, then, that need be done is to drill thor-

130 SCHOOL DEVICES.

oughly that April, June, September, and November
are the months having thirty days each.

Form for Partial Payments.— Where a number
of payments are given, the whole work will be pre-
served and the operation made plain to the student if
the work is stated as shown below. The dates are all
placed one above the other in proper order, with the
earliest date at the bottom. Subtract this last date
from the next above and place the result below the
line. Subtract this last date from the one next above
it, and place the number of years, months, etc., below
the first number of years and months, and so on for
all the dates, connecting each date with its own re-
sulting years, months, and days by a dotted line. At
the right may be placed the interest of $1 for the given
time, and at the right of the dates may be placed the
payments. The annexed work will show what is
meant.

1878—10-23

1876— 2—2 $25.

1873— 4— 5 $200.

1872— 1— 1 $100.
1868 6— 5

3_ 6-26.. ..2141

1— 3— 4. ...075f

2— 9— 27.... 1691

2— 8— 21. ...1631

To Insure Thorough Understanding of
Cube Root.— In teaching cube root by blocks— and
in this connection it is well to remind teachers that in
this subject blocks should be used if possible, as in no
other way can the work be made equally clear — send

AEITHMETW. 131

the pupil to the board to extract the cube root of a
number, and, when he has found the root, direct him
to explain, illustrating each step with the blocks as he
proceeds. Be sure that the pupil handles the blocks as
he explains. In this way it is possible to see if he is
familiar with each step of the work.
Read chapter xi. Fitch's " Lectures on Teaching."

132 SCHOOL DEVICES.

CHAPTER VI.

PERSONAL SUGGESTIONS.

Preparation of Work.— A certain amount of
preparation for each lesson is an absolute necessity.
The general plan and arrangement of the subject must
be made beforehand, in order to gain the full value of
the lesson, for there is not time to decide on the spur
of the moment the most important parts, or how they
shall be presented.

In every recitation, the two principal points to which
the attention should be directed are the calling-up of
that previously learned (review), and the imparting of
new knowledge (advance work). In doing this, the
teacher will find it most profitable to take up that part
of the review most intimately connected with the
advance work, thus leading the pupil on logically
from one truth to another. In a thoughtful prepara-
tion of a subject, these questions naturally arise:
What portion of the review work leads most easily
into the advance work? What parts of the advance
work shall be brought into the greatest prominence?
What questions shall be asked, and how comprehensive
an answer required? In what way and to what extent
may the blackboard be used? What amount of time

PERSONAL SUGGESTIONS. 133

shall be devoted to each division of the work? Many
minor points can also be introduced, which will in-
crease the interest in the subject and make the recita-
tions spirited. Without such a preparation, all efforts
in teaching will be rambling and, in great part, point-
less.

Eead the chapter, The Practice or Art of Education,
in Payne's " Lectures on Education."

Assisting Pupils.— Teachers almost universally
help their pupils too much, both in explanation of dif-
ficult points, and in questioning — suggesting the an-
swer by the form of the question. The instructor
falls into the former error by misconceiving the object
for which pupils are sent to school. This is not, or
at least should not be, to gain information, but for
mental training. Many teachers reason thus: "This
scholar cannot solve this problem ; he must not leave
the room until he can see just how it is done." If this
example were to be the only hard thing the pupil
would have to solve in life, such reasoning might be
fairly sound; as it is, there is no more reason why
help should be given on this particular problem than
on the thousand and one others equally as hard which
could easily be constructed, and which the scholar
will meet again and again in life. If the pupil would
lay to heart the explanation, and profit by it in the
time to come, the case would be different, but in nine
cases out of ten, so long as the correct answer is ob-
tained, the student is satisfied, and promptly banishes
the whole thing from his mind.

Students are not urged to work half hard enough on
the difficult places, which would afford the very best

134 SCHOOL DEVICES.

kind of mental training, if only encouragement to per-
severe were given instead of actual assistance. It is
far better to go slowly, and let it be regarded a dis-
grace to own one's self to be beaten by a lesson, or any
portion of it, rather than to attempt to "get over" a
certain number of pages in a term.

Teacher's Note-book.— New ideas and ways of
teaching are constantly occurring to a progressive
teacher, both in his own experience and in that of
others that falls under his notice. Many of these will
be lost unless they are written down at once. Let
these hints and helps be placed in a note-book, arranged
in some simple order under special headings. Apt
illustrations that can be used in the various studies
taught, should be preserved as one happens upon them.

Special Topics.— A teacher frequently runs over
in his mind the special points he wishes to bring up in
a recitation. Some of these he may remember, while
others will be forgotten. Use a slip of paper with
these special points written upon it.

Ten Rules for Losing Control of a School.

1. Neglect to furnish each pupil plenty of suitable
seat-work.

2. Make commands that you do not or cannot se-
cure the execution of. Occasionally make a demand
with which it is impossible to comply.

3. Be frivolous, and joke pupils to such an extent
that they will be forced to talk back. In this way
they will soon learn to be impertinent in earnest. Or
be so cold and formal as to repel them.

PERSONAL SUGGESTIONS. 135

4. Allow pupils to find out that they can annoy you.

5. Promise more in your pleasant moods than you
can perform, and threaten more in your cross moods
than you intend to perform.

6. Be so variable in your moods that what was al-
lowable yesterday will be criminal to-day, or vice
versa.

7. Be overbearing to one class of pupils and obsequi-
ous to another class.

8. Utterly ignore the little formalities and courtesies
of life in the treatment of your pupils in school and
elsewhere.

9. Eegard the body, mind, and soul of a child utterly
unworthy of study and care. Let it be a matter of
indifference to you whether a child is comfortable or
uncomfortable. Kegard it unimportant why a child
enjoys one thing and dislikes another, and that it
is not your business to aid him in forming a worthy
character.

10. Let your deportment toward parents and officers
be such as will cause a loss of their respect and confi-
dence.

One or more of these rules carefully executed will
secure the end in view.

Class Management.— Strive to govern by the
eye, not by the voice. Stand well back from your
class so as to see every pupil. Seat dull, backward,
and restless pupils in front. Separate mischievous
children.

2. Give as few orders as possible, but be firm in
having them promptly and thoroughly obeyed when
given.

136 SCHOOL DEVICES.

3. Remember that good discipline is impossible with
children unemployed. Allow no waste of time in be-
ginning.

4. Avoid speaking in a loud, blustering tone. Be
ever on the alert, and warn when necessary. Do not
scold, and never threaten.

5. Give careful attention to details. Study your
pupils and know them.

6. Never sneer at children. Be cautious not to
dampen their natural ardor and gayety.

7. Authority should be felt, not seen. The need for
much punishment means in nearly all cases, weak
handling. If children are troublesome, look to your-
self first.

Criticism.— The following points of criticism are
introduced to aid teachers in criticising their own or
others' work. It must prove of benefit to a teacher
to ask himself, seriously, uHave I zeal and anima-
tion in my manner of conducting a recitation? Have
I sympathy and interest in those who are under my
care? Is my plan logical and my matter correct?"
I. Manner.

1. Animation.

2. Variety.

3. Expression of sympathy and interest.
II. Teaching.

1. Correctness of matter taught.

2. Thoroughness.

3. Emphasis on important points.

4. Rapidity.

5. Conciseness.

6. Variety, frequency, and emphasis in drill.

PERSONAL SUGGESTIONS. 137

IH Order.

1. Attention gained and maintained.

2. Prompt and cheerful obedience.

3. Quietness, steadiness, and interest with
which scholars work.

The Language of the Teacher.— It is of the
greatest importance that one who is to give instruc-
tion should make such use of language as will con-
vey the exact meaning intended, without a possibility
of misconception. The unwise choice of a word often
acts like a misplaced switch at a railroad centre,— the
thinker is thrown off on the wrong track. It is no
defence for the teacher to say that his powers of ex-
pression are not good ; it makes him only a confessedly
poor teacher, since the essential difference between
good and poor teaching is the ability, or inability, to
make ideas clear to the mind of the pupil. By the
careless use of words, ideas wholly different from
those intended to be conveyed, may become fixed in
the scholar's mind, that will never be eradicated.
Precision can be acquired by the diligent study of
synonymes, and by a constant effort on the part of the
teacher to make his words express the exact idea in-
tended ; and to do this he must train himself to habits
of exact thought. If the thought does, not stand out,
sharply defined, in one's own mind, it is idle to expect
it to be clearly seen by others.

Points Relative to Recitations.— There is far too
much machine work in the way some teachers " hear
a lesson." It is not enough that one should listen to
that which has been prepared, assign an advance

138 SCHOOL DEVICES.

lesson, and then dismiss the class. When a recita-
tion is regarded by the teacher in this light, the
pupils will naturally and surely come to regard the
lesson as a task ; and when this occurs, interest will
fail. There are a number of points that should be con-
sidered in every recitation: 1. The pupils' powers of
observation should be brought into prominence. 2.
They should be taught to reason out that which is dif-
ficult. 3. They should be taught to recall that which
has been prepared before, bearing upon the same
subject. 4. An easy, graceful mode of expressing
ideas should be cultivated. 5. The pupils should be
aided as much as possible in acquiring confidence and
an easy manner of reciting. 6. The teacher must give
some positive knowledge, supplementary to that con-
tained in the lesson. Text-books should be used
merely as suggestions for lessons.
Other points to be considered are these:
The hearing of the lesson, in order to see how much
of it the pupil comprehends. Explaining that which
the pupil is not able to comprehend. Drilling on the
review to fix in mind that which has already been
learned. The assignment of the next lesson. Some
time should be spent in looking over the advance
lesson, and in suggesting ways by which the pupils can
avoid difficulties and arrive at the correct results
most easily; but in doing this, do not give too much
help. The teacher's province is to direct and suggest
ways and means.

Creating Doubt. —In calling the attention of pu-
pils to a mispronounced word, give the correct pro-
nunciation and stop there. Do nqt say, for instance.

PERSONAL SUGGESTIONS. 139

"This word is pronounced franchiz— not franchiz;"
for this eventually leads to doubt as to which is cor-
rect. There are scores of other ways in which a
teacher, unless careful, will destroy the permanency of
impressions, by leaving in the mind some accompani-
ment that at last will simply create doubt.

On Explanation.— In explaining a fact to a pupil,
it is important that the teacher be first thoroughly
familiar with it himself. He cannot make a point
clearer to another than it is to his own mind. He
should also consider the ability of the pupils before
him. With some it is necessary to use much more
careful explanation than with others; therefore, to
reach the intelligence of all, make the idea simple,
clear, and to the point. The teacher, however, should
not use such language as will imply that he regards
himself talking to inferior intellects. Acts of conde-
scension on the part of the teacher will surely be re-
sented, as they should be. A figurative illustration
should be used only when it makes the thought
clearer; and all novel forms of expression, or odd
ways of putting things, should be used with care, as
they may hide the thought intended to be conveyed.

Using a New Word.— When a teacher uses a new
word in his work, he should write that word upon the
board, so that its form may come to the eye just after
the sound reaches the ear. In this way the student
will associate the correct pronunciation with the
proper form of the word.

Questioning. — Particular attention should be

140 SCHOOL DEVICES.

given by a teacher to his manner of stating questions.
The points to be aimed at are: First, clearness ;— the
pupil has a right to demand this. Second, such a
statement of the question as will not suggest the an-
swer. Third, a question should not be asked in this
way: "The Scotch came into the northern part of

?" Answer. " England." Nor thus: "Is it ?

or ^ it f " The pupil very quickly learns to read

the correct answer in the manner or tone of voice used
by his instructor. It is hardly necessary to add that
good English should be used in the statement of a
question. In asking for a definition of the planets,
for instance, it is a defect to say, "The planets are
what?" Or, in chemistry, " A molecule is what?"

A Mistake Often Unrecognized.— The word
Louisiana is mispronounced by many teachers who
are usually correct in their pronunciation, by giving
to the second syllable, which should have the sound
of short i, the sound of long e. The reason for the
mistake arises from the spelling given by Webster, to
indicate the pronunciation, Loo'-e-ze-a'-na, printing
the second syllable "e" and placing the secondary
accent on the first syllable. Now, if the word is pro-
nounced with the secondary accent on the first sylla-
ble, the second syllable must have the sound of ob-
scure " e," which does not differ materially from the
short sound of "i."

A Caution.— Henceforth, see if you cannot pro-
nounce the word "recess" properly, putting the ac-
cent on the last syllable.

PERSONAL SUQ&mTIONS. 141

Expostulation.-— You talked in a high key all day.
There was something unpleasant in your work, and
you did not know what it was. What is spoken un-
pleasantly is heard unpleasantly, and your pupils felt
there was something grating, something unpleasant,
in their teacher's work. They could not tell, perhaps,
what it was, but, nevertheless, they felt that something
was not what it ought to be. It was the high tone of
voice that you persisted in using, which has become
so fixed a habit with you that you can scarcely break
it. Your voice has become rasping, thin, and hard.
It will take weeks, perhaps months, of persistent ef-
fort before you can overcome the habit and keep your
voice where it belongs, in low, smooth tones.

Don'ts.— Don't be afraid to say, * ' I don't know, " or,
if necessary, "I was mistaken." If an error has been
made, it is both more manly and more profitable to ac-
knowledge it. You are setting a bad example and
lowering yourself in the estimation of your pupils if
you persist in maintaining that which you see is false.
Teachers are too loath to confess ignorance on any sub-
ject that may be brought up by the pupils. A teacher
cannot be expected to be informed on all subjects, and
it is better to admit that you do not know than to give,
at a venture, a reply that may be misleading.

Don't get into the way of using the index finger in
gesture, as many teachers do. It is neither graceful
nor forceful.

When a pupil has given an incorrect answer, do
not shake the head and say No, no, but quietly ask
the question of another.

In your illustrations and talks, quote nothing,

142 SCHOOL DEVICES.

through temptation to say something amusing, that
does not fit accurately and logically your topic.

Don't talk over school matters with every one you
meet. They will perhaps talk to you ahout former
teachers, and your part of the conversation may be
misconstrued and enlarged upon. A teacher must be
discreet.

Especially do not make complaints. Do not criticise
your predecessor's work, or the condition in which
you find the school. He probably left friends, and of
these you will thus make enemies. Speak kindly of
those who were before you, or do not speak of them at
all. If it is necessary to make complaints, let them
be made to the proper school officers. Your school
will be more successful if it is the subject of but little
comment.

Do not say, when hearing a recitation, uGk> on,
" Go ahead," " Proceed," etc. It is far better to set an
example of courtesy to your pupils by saying, " Con-
tinue, Mary," or " Continue, John."

Do not scold. After the novelty has worn off, your
sharp speeches will cease to be effective. Moreover,
the most forcible language is that which is delivered
calmly and dispassionately. Gentlemanly and lady-
like bearing toward pupils on the part of teachers is
almost sure to win a like return.

Treat your pupils as equals. — Nothing will bring
them up to your own level as quickly as this. Make
your pupils self-respectful by showing respect to them.

Don't worry. Make a vigorous effort to throw aside
all care when school closes. Remember that nothing
is to be gained, but much lost, by carrying through
the twenty -four hours the burdens that should come

PERSONAL SUGGESTIONS. 143

only during school hours. If the teacher can enter the
schoolroom fresh each morning, the battle is half won
at the beginning.

Don't be more ready to criticise than to commend.
Factious criticism will cause pupils to think that noth-
ing they can do will be just right in the teacher's eyes,
and they will soon cease trying to excel. A few words
of commendation will often prove a great incentive
to effort.

Do not make any sudden or radical change in your
manner of conducting a recitation, or in the discipline
of your school. If you have decided to make a change,
do it gradually.

Do not get into the habit of making apologies. Be
careful that the occasion does not arise where an apol-
ogy by the teacher is needed.

It is natural that a teacher, dealing with minds less
informed than his own, should gradually come to feel
above the general level of humanity. Don't allow
yourself to become conceited by reason of your sur-
roundings.

144 SCHOOL DEVICES.

CHAPTER VII.

SCHOOLROOM SUGGESTIONS.

Seating Pupils.— A large proportion of the dis-
order and consequent worriment incident to a school-
room would be obviated if teachers would seat all
pupils at the beginning of each year or term. It is
the custom in many schools for the pupils to choose
their own seats, and thus numerous cliques of mis-
chievous scholars are brought together, resulting in
continual trouble to the teacher. An effort should be
made to seat pupils as far remote from each other as
possible, while special care should be taken to separate
widely such as are likely to cause annoyance. The
value of a teacher's work is often seriously impaired
in consequence of diverted attention. A schoolroom
should be self -regulating, as far as possible, and wis-
dom in seating pupils will do much toward securing
this.

Beginning School.— Be at the schoolroom early.
On the morning of the first day be the first one there,
and, in general, the teacher should be present when the
room is opened. A spirit of lawlessness is apt to arise
among pupils left without restraint, which may ex-
tend beyond the opening of the session.

Begin promptly. Scholars cannot be expected to be
prompt in their attendance if the teacher does not set

SCHOOLROOM SUGGESTIONS. 145

the example. Care in having all things move by
" clock-work" is not lost in its general effect on a
school.

Say but little when opening your school. Especially
do not lay down a great number of rules — these can be
made as occasion demands. Do not boast of what you
can do, or of what you intend to do. Children are
keen to detect boastfulness and to discredit those who
make use of it.

Take the names as the classes are called. This will
save much confusion and loss of time. If, however,
the teacher desires all the names at the opening of the
session, blank slips should be distributed, on which the
pupil may write his name and the classes he proposes
to enter.

Set all the pupils to work as soon as possible. Idle-
ness is the precursor of mischief, and this on the first
day means continual trouble. If the classes cannot be
formed at once, give those who are \ waiting some re-
view work, or tell them a short story and ask them to
write it out on their slates or on paper.

Make out an Order of Exercises for your own use be-
fore opening the school. Even though it be your first
term in the school, you can find out from the pupils or
school officers what classes are to be formed. You
can thus intelligently organize the school.

Show no sign of indecision. Pupils are quick to no-
tice this, and make their estimate of your character
accordingly. Hesitation is confessed weakness.

On the second day have a permanent Order of Exer-
cises made out and posted. Uncertainty in regard to
the time of their recitations demoralizes the pupils and
delays the actual commencement of work.

146 SCHOOL DEVICES.

Putting Back.— It is a mistake to put children
back in their studies. It has a disheartening effect,
and it can easily be seen at what a disadvantage a
child is placed who has lost interest in a study. There
is no necessity for putting back. The fundamental prin-
ciples of any study can be taught in one place as well as
in another. If a child in percentage stumbles over his
fractions, give him extra help and make that subject
clear to him. If your pupils in an advanced grade
cannot write a simple sentence correctly, put them
into rhetoric and take up sentence-writing. If they
are in the Fourth Reader when they should be in the
Second, don't discourage them by putting them back
into the Second Reader, but get some simple story-
books or bright story-papers and let the reading les-
son be from these. The best " putting back " is when
the pupil himself perceives his deficiency and feels
the need of simpler work ; but the teacher should ex-
ercise tact in bringing about this condition of mind.

A Few Suggestions Upon Discipline.— It is
hard to write it, but cases of truancy, fighting, vul-
garity, profanity, and stealing do occur in many
schools. In cases of truancy, communicate with the
parents at once; reason with the pupil, and as a last
resort call on the truant officer or constable.

For untruthfulness, let the pupil feel what it is to
have others lose confidence in him. Often it will be
well to let him realize this loss of confidence a long
time.

In cases of fighting, keep the pupil in at recesses,
giving him his recess after the others ; oblige him to
come into the schoolroom as soon as he comes upon

SCHOOLROOM SUGGESTIONS. 147

the ground, morning and noon, and keep him after
school until others have gone home.

For profanity and vulgarity, separate the pupil en-
tirely from others, and suspend for second offence.

Stealing may be pretty effectually dealt with by sus-
pension, apology, and restoration of the stolen article.

Impertinence and disrespect to the teacher, providing
the teacher has not brought it on, should be apologized
for in presence of those before whom the act was com-
mitted.

Punishments.— The nearer you can reduce punish-
ments to a minimum the better. Occasions sometimes
arise, however, when some f orm of punishment seems
necessary ; but in inflicting this be careful not to in-
jure the pupil's self-respect. Personal indignities or
torture should never be used, and any form of ridicule
should be used sparingly. The pupil should never be
made to feel that he is punished by his teacher through
any vindictive feeling. Threats of punishment should
not be made. Act promptly when occasion demands,
but do not talk about what you will do. It seems
hardly necessary to add that study should never be
used as a means of punishment.

A Problem.— Many teachers have found that the
root of all evil in teaching is whispering, and it is a
problem with most teachers how to suppress it.

A word or two of communication that arises from
mere forgetfulness should not be looked upon as a se-
rious evil ; but wilful whispering is a demoralizing factor
in a school and should be suppressed at once. Some
teachers have found that calling for a report at the close

148 SCHOOL DEVICES.

of the session from those who have broken the rule has
the effect of diminishing the annoyance. It is wise to
meet the matter squarely. Show the pupils that dis-
order of any kind hinders the progress of the school;
that whispering is a disorder, and that whispering in
the presence of others is a rudeness that would not be
tolerated in their homes, and that good manners are
as essential in the schoolroom as elsewhere. Much of
the necessity for communication can be avoided by al-
lowing a moment or two at the opening of the session
for each one to obtain any article that has been for-
gotten. Do not be continually talking upon this sub-
ject to the school. Disorder of any kind is usually
attributable to but few. Treat these privately. The
effect on them and on your school will be better for
such a course.

Tardiness.— Much confusion and annoyance re-
sult from the late entrance of a few pupils at the
morning or afternoon opening. From the numerous
plans for securing prompt attendance given below,
the teacher may find something that will suit his case.

(a) In the first place, the teacher should never be
late himself. He should be present some time before
the opening, and give to each one coming in a pleasant
greeting.

(b) In cold weather be sure that the room is warm
enough, at least fifteen minutes before the opening.
Don't compel the pupils to be late in order to find a
warm room.

(c) For five or ten minutes after roll-call some
teachers have an object lesson in science, bringing in
objects upon which to talk to the scholars, as leaves

SCHOOLROOM SUGGESTIONS. 149

or grasses, rocks, mosses, etc. If this is made attrac-
tive, the pupils will try not to miss it.

(d) Tickets may be given small pupils for each day's
punctual attendance— a certain number of these tick-
ets entitling the possessor to an earlier dismissal on
Friday afternoon.

(e) Pupils may be kept after school the same length
of time they lost at the opening of the session.

Have the last bell rung five minutes before the open-
ing of school, that sufficient warning may be given.

Some teachers have a portion of space reserved on a
blackboard near the entrance door on which is writ-
ten the word "Tardiness." Pupils coming in late
are required to write their names beneath this word,
together with the time of entrance, as 9:10, 9:15, etc.,
and make up the time at the close of the session.
They erase their names before leaving.

Other teachers require pupils entering late to write
their names on a card or slip of paper, with the time
of entrance, and leave it at the desk. Eeport of these
cards is made to the parents at the end of the month.

Another plan is to grant a holiday to the whole
school on the first Monday of each month, provided
there has been no instance of tardiness during the pre-
ceding month. Under such circumstances each pupil
is unwilling to be the one to deprive all the others of
a holiday.

Pupils who are thoroughly interested in school-work
will seldom be late, but there are always some who
appear five or ten minutes after the opening of the
session. A special effort must be made to bring these
in on time ; for the interruption of late entrances de-
moralizes the school at the start. It may be that

150 SCHOOL DEVICES.

pupils come late to avoid the dulness of the opening
exercises. A long roll-call, and the reading of Scripture
not readily understood by youthful minds, may be of
this nature. Make the morning exercises so bright
and cheerful that to miss them will be felt a loss. Let
the Scripture reading be short but appropriate; and
let it be preceded and followed by music, if possible.
Do away with the roll-call, and mark absences in your
register while the pupils are studying.

Some teachers have a " Tardy Friday." On that
day all who have not been tardy during the term up
to that time are dismissed an hour earlier than the
others. All who have been tardy are required to re-
main.

Another device for securing punctuality is to spend
the first fifteen minutes at the opening of the session
in talking about something that is transpiring in the
world at the time. The teacher asks a question in re-
gard to some notable public event ; if no one can an-
swer it, the question is repeated the next morning, and
a lively curiosity is excited. The pupils ask parents
and friends, who in turn become interested, and the
question is discussed in the family circle. Soon the
answers begin to come in ; clippings from papers and
books are brought and the question is discussed. In
this way, the first few moments are made so interest-
ing that no one wishes to lose them. Teachers may
find it advantageous to make personal visits to the
parents in regard to the matter. If the co-operation
of the parents can be secured, there will be very little
tardiness.

Yet another way to secure punctuality is to read for
a few moments each morning a few pages in a con-

SCHOOLROOM SUGGESTIONS. 151

tinued story. By the last-named device, two things
will be gained,— attendance may be secured, and a
taste for good reading cultivated in the pupil.

After all, the most efficient plan to prevent or di-
minish tardiness is to arouse the pride of the scholars
in making the school successful, and this will prove a
great factor for good in many other directions. In
graded schools competition can be aroused between
different rooms, each trying to have the best record
in punctuality and attendance.

Rest Periods. — When your pupils appear tired
and dull, throw open the windows and have a breath-
ing exercise. Good work cannot be done in a school-
room where the air is impure from insufficient venti-
lation. Teachers are inclined to overlook the physical
welfare of their pupils. They should never forget that
to have a sound mind, one must have a sound body in
which it may dwell. The seeds of disease are far too
often implanted in the bodies of delicate pupils by the
over-heated and impure air of the schoolroom. In
these exercises great care should be taken never to in-
hale or exhale suddenly. Nor should the pupils prac-
tise holding the breath for any considerable length of
time.

1. Place the hands on the hips ; draw a long breath ;
expel the air slowly. Eepeat twice. 2. Draw in a
long breath. Send the hands straight up in the air;
bring them back to the shoulders. Expel slowly. Ee-
peat twice. 3. Draw a long breath. Draw the body
backward from the waist ; bring it back again. Ex-
pel slowly. Kepeat twice. 4. Draw a long breath.
Bend the body forward from the waist ; return to an

152 SCHOOL DEVICES.

erect position and expel the breath slowly. Repeat
twice. 5. Draw a long breath ; bend the body to the
right ; return to an erect position. Expel the breath
slowly. Repeat twice. 6. The same, bending the body
to the left. 7. Draw in a long breath ; stretch out the
arms horizontally ; return to the shoulders. Expel
slowly. Repeat twice.

Let these exercises occur at the middle of a session,
or whenever there seems to be a need of them. Do
not let them degenerate into disorder ; if any persist
in making play of it, let them take their fresh air out-
side the schoolroom.

Ventilation.— Have a board fitted to slide between
vertical cleats fastened to the window-casings, a few
inches from the sash. This device gives an upward
inflection to the cold air as it enters, causing it to be-
come gradually diffused throughout the room, with-
out being felt as a draught by the pupils. If ventilation
must be sought by opening the windows, do not open
those on the windward side, as this would cause a
draught directly upon the pupils, and would not prove
as beneficial in freeing the room of impure air as
though the opposite windows were opened, when the
air in the room would gently pass out to join the cur-
rent outside. If possible, the air should be admitted
to the schoolroom near the floor and allowed to pass
out at the ceiling, but the air admitted should be warm,
or rendered warm before it is breathed. To do this in
many buildings containing but one room, is a simple
matter. Let the air be admitted through an opening
directly beneath the stove. This may be brought
about by having a wooden flue leading from an open-

SCHOOLEOOM SUGGESTIONS. 158

ing in the foundation wall to the opening beneath the
stove, which may be closed at either end by a sliding-
door, when the draught is too strong. The air as it
enters will thus be warmed. Openings should also be
made in the ceiling to allow the impure air to pass
out.

Many teachers have narrow strips of boards made
the same length as the width of the window. These
are placed under the lower sash, when an air-passage
is formed between the upper and lower sash, and in
such a way as to avoid a direct draught.

As a last suggestion, remember that the lassitude
and lack of interest so often noticed in schoolrooms is
due, in a great measure, to the impure state of the air.
The present success of a school and the future health
of pupils depend in no small degree upon the kind of
air they breathe in the schoolroom.

Lighting. — The light in a schoolroom should al-
ways enter the room at the sides or in the rear : pupils
should not sit facing a window. If there is such an
abomination in your room, place a dark curtain over
it. When it is necessary to use gas or lamps, the same
care should be used. Never allow the light to shine
directly in the faces of the pupils. The walls of a
schoolroom should not be so white as to reflect a daz-
zling light into the eyes. If this is the case, they may
be cheaply tinted drab or fawn color.

School Gymnastics.— A few moments spent each
day in brisk and orderly gymnastic work will be found
to pay, both in driving away weariness and dulness,
and also in the development of the growing bodies of

154 SCHOOL DEVICES.

the pupils. It is particularly important that these ex-
ercises be conducted according to some definite plan
which experience has found best for accomplishing the
purposes desired. Much more precision and interest
will be attained if music can be provided to accompany
the exercise. If a piano or organ is not practicable,
a drum beaten in time will be found a good substitute.
Many of the scholars, through a feeling of awkward-
ness, will ask to be excused. This trouble may be
obviated by commencing with exercises for the hands
and arms, which can be practised while sitting. After
a little, all will be ready for the standing exercises.
If dumb-bells cannot be obtained, small bits of wood,
four inches long and an inch in diameter, should be
grasped tightly in the hands. If possible use dumb-
bells, as even their slight weight requires a certain
bracing of the body which calls into action nearly all
the muscles. Do not allow any exercises except such
as are known to be beneficial, for ill-advised action
of the muscles or overtaxing does more harm than
good.

The following exercises will be found practical and
easy of accomplishment :

For the Hands, Wrists, and Arms.— I. Open and
shut the hands vigorously ten times; then a pause,
marked by the music, foUowed by the same exercise
twice repeated.

2. Place the hands palms downward on the desk,
raise them from the wrist only, ten times; pause,
marked as before, and two repetitions.

3. Elbows resting on the desk, hands turned on the
sides. Raise the hands as high as possible ten times;
pause, and repeat twice.

SCHOOLROOM SUGGESTIONS. 155

4. Arms held out straight before the body, bring the
hands to the shoulders ten times ; pause, and repeat.

For the Chest and Back.— 1. Let the hands meet
over the head, both palms forward; bring them down
in the. same plane to the side of the body, holding the
shoulders rigidly back; repeat ten times,

2. Raise the arms up over the head, bend the body
till the hands nearly touch the feet, bring the body
to an erect position again with the arms raised as be-
fore, and repeat five times ; pause, and repeat once.

3. Grasping the dumb-bells, or sticks, raise the hands
as far as possible above the head, and return to the
shoulders ten times; keeping the head thrown back,
so that the eyes are gazing directly at the ceiling.

For the Lower Limbs. — 1. Standing erect with the
hands upon the hips, raise the whole body on tip-toe
ten times ; pause, and repeat once.

2. Standing erect with the hands upon the hips,
lower the body by bending the knees and then imme-
diately rise to an erect position again ; repeat five times,
pause, and repeat once.

3. Standing erect with the hands upon the hips, bend
the body sidewise to the right in the form of a bow,
then to the left in the same manner ; repeat ten times,
pause, and repeat twice.

The teacher should use his own judgment as to the
amount of these exercises which will be profitable for his
pupils to take. If the pupils are very young, or not
accustomed to exercising, a few motions of each kind
only should be taken at first, gradually increasing the
amount. It is much better to take a, few of each than
to spend the whole time on one or two motions, as it
is important that all the muscles of the body be brought

156 SCHOOL DEVICES.

into action, to produce a harmonious development.
Plenty of fresh air should be allowed in the room dur-
ing this exercise. Have the room cool and the chil-
dren will not become heated and made liable to receive
a cold. Insist strongly that all stand erect an4 keep
the shoulders back, that the lungs may have a chance
to expand.

Information. — Once a week the teacher may take
a half -hour to question the school upon points of gen-
eral information. When the questions can be answered
by any one of the pupils, let the answers be obtained
in this way; when all are in ignorance of the answer,
the teacher should give the information, enlarging on
topics of the most concern. In this way the pupils
will be interested and will also secure much valuable
knowledge. Questions will readily occur to the teacher
—a few only being given below:

1. What is the source of alcohol? How does it de-
range the action of the bodily functions? (Teacher
should enlarge upon the destructive effect upon the
brain, stomach, heart, kidneys, and the will-power of
the user.)

2. Does the U. S. receive any income from the Ter-
ritory of Alaska, and what is the form of government
there?

3. What State, or Territory, produces the greatest
amount of gold next to California? What other States
produce gold? How is gold mined?

4. To what extent has the central portion of Africa
been explored, and by whom?

5. What is the difference between our own form of

SCHOOLROOM SUGGESTIONS. 157

government and that of other countries, as England,
Germany, etc.?

6. How old must a man be before he can be a Sena-
tor, a Representative, or President of the United States?

To Give an Idea How to Compare.— To culti-
vate the habit of close observation, let the teacher take
two pieces of money (a penny and a dime will answer),
and, holding them up before the class, ask the pupils to
tell wherein they are alike. They will say that they
are both round, metals, engraved, coins, etc. Write all
these answers on one part of the board. Then ask the
pupils to mention the points wherein they differ.
They will say that they differ in size, thickness, color,
in the characters engraved on them; that they are
made of different metals; that their edges differ, etc.
Write these answers upon another part of the board.
Then ask for a word that will express the points in
which they are similar. They will soon hit upon the
word "Likenesses," and upon "Differences" for the
points in which the coins are dissimilar.

Such a device may be used with great profit in be-
ginning Botany, and in any other study where com-
parison is a basis of procedure.

Read ch. iv., part i., sec. vi., Tate's "Philosophy of
Education."

Difference between Horses and Cattle— An
Observation Lesson. — After an idea of comparison
has been given, as suggested in the paragraph above,
direct pupils to observe the differences between horses
and cattle and to make a record of the differences they
note.

158

SCHOOL DEVICES.

When pupils think they have observed all the differ-
ences, let the teacher suggest what further to observe,
and when this has been done, the teacher will have to
state some differences that pupils are not trained ob-
servers enough to notice, and can only verify after a
long interval.

We give herewith a list of differences, putting those
most difficult to determine at the foot of the list.

Cattle, or Bovine Animals. Horse, or Equine Animals.

Usually have horns.

Without mane.

Have two toes.

Long hair in a tuft at the

end of tail.
Have no upper incisor

teeth.

Lie down fore parts first.
Rise on hind legs first.
Encircle food with the

tongue and convey to

mouth.

Always chew the cud.
Defence by hooking.
Bellow or moo.
No warts inside of hind

legs.

Never use teeth in fighting.
Do not retract the ears.

Very rough tongue.

Wide ears.

Do not roll over.

Never have horns.
Have a flowing mane.
Have one toe.
Tail covered with long

coarse hair.
Have upper and lower

front teeth.

Lie down hind parts first.
Rise on fore legs first.
Seize grass with their lips

and convey to their teeth

in feeding.

Do not chew the cud.
Defence by kicking.
Neigh or whinny.
Hard oval warts inside of

hind legs.

Use their teeth in fighting.
Retract the ears when

angry.

Soft smooth tongue.
Erect narrow ears.
Lie down and roll over.

SCHOOLROOM SUGGESTIONS.

159

Shorter mouth. No vacant

space between incisor

and molar teeth.
Broad triangular head.
Sleep with both ears alike.
Eat awhile and lie down to

ruminate.

Seldom sleep standing.
Have dewlap.
Can breathe through the

mouth.

Mouth long. Space be-
tween front and back
teeth.

Long narrow head.

Sleep with one ear forward.

Eat all or nearly all the
time in pasture.

Often sleep standing.

No dewlap.

Never breathe through the
mouth.

Mouth usually open when Never open the mouth

wearied.

Shoulders forward.

from exhaustion,
only to eat or bite.
Shoulders slope back.

but

Pawing with fore feet de- Pawing with fore feet usu-

notes anger. ally denotes hunger.

Do not perspire easily, if Perspire easily.

ever.

Limbs formed for strength. Limbs formed for swift-
ness.
Live thirty to forty years.

Live twelve to eighteen

years.

Have four stomachs.
Can vomit.
Intestines small — 120 feet

long.

Have gall bladder.
Lips slightly movable.

Have one stomach.
Cannot vomit.
Intestines large — 60

long.

Have no gall bladder.
Lips very movable.

feet

A Query Box,— It is an excellent plan to have in
each schoolroom "a query -box," into which a pupil
may drop one question each day — one which he cannot
answer himself, after careful study. Never allow him

160 SCHOOL DEVICES.

to resort to the box until he has consulted all the refer-
ence books within his reach.

This box should be a covered one, with a narrow
opening in one side. If desired, it may be locked, and
the key put in the teacher's hand. The questions or
" queries" should all be written in a neat, plain hand,
on narrow slips of white paper, care being taken to
spell every word correctly.

A few moments each day, before the close of school,
may be devoted to the " query -box," the teacher read-
ing the questions aloud and inviting any pupil who can
do so, to answer them. In this way the work becomes
general and interesting, and an honest pride and
rivalry is encouraged. In due time the pupils become
eager to possess themselves of bits of valuable general
information, and notice such in their reading much
more quickly than formerly.

The teacher should require the school to answer all
the questions possible, even leaving them over until
the next day or later, and setting the boys and girls at
work hunting for the answers.

Once or twice a week — or oftener, as the teacher
may please— the unanswered slips should be collected,
and the teacher himself furnish the answers to them,
adding items of information upon each subject repre-
sented.

When Visitors Come.— Welcome those who
come to visit your school with courtesy and cordiality.
If a recitation is in progress, furnish your callers,
when they are seated, with books, and state clearly
what you are doing ; then continue your lesson in the
usual manner. Above all things do not stop your
work to talk to them, as nothing will upset your

SCHOOLROOM SUGGESTIONS.

161

school quicker, unless yours is a school which sees
a great many visitors each week.

Do not make a single apology, and do not, as teach-
ers so often do, say to pupils, uNow, John, think
what you are saying. You know it if you will only
think. Don't he so embarrassed that you can't think,"
etc. When the teacher talks in such a strain, she has
lost her own self-possession, and that, too, at the very
time when she most needed it, and when its exercise
would have the strongest and best influence upon the
school.

Do not struggle for order by tapping on your desk,
or reprimanding pupils for whispering, or looking
keenly and imperiously at this one or that one. Should
there be a little more noise than usual, or should some
pupil take advantage at the time, do not notice it, nor
call attention to it. Your visitor, who is not nervous,
will undoubtedly not notice it, and you can deal with
the offender at another time.

Remember that your pupils will do as you do. If
you are anything but your natural self, they will not
do you credit.

The Three Kingdoms.— Having explained to the
pupils what is meant by the kingdoms, animal, vege-
table, and mineral, draw four lines on the blackboard,
and mark the columns thus:

Animal.

Vegetable.

Mineral.

162 SCHOOL DEVICES.

The pupils copy this on their slates. Let the teacher
then write a list of names, such as linen, copper, car-
pet, paper, oil, ivory, silk, glass, paint, having the
pupils write each word in the column indicating the
kingdom to which it belongs. If any article or sub-
stance named belongs to more than one kingdom, place
its name in two or three columns accordingly. If the
pupils do not know where to place any one of the
names, they should be led to see where to place it, by
questioning them as to where the article is found, or
of what made. Let the teacher pass around among
the pupils while they are writing, and point out cor-
rections to be made.

A School Log-book.— The teacher may add in-
terest to the school for a time and give different pupils
some real work in composition by securing a suitable
blank book and asking the school to select each week
a secretary to keep in this book the diary of events for
that week. Let each day's events be noted carefully.
Enough ludicrous incidents occur in any school to
render the diary spicy. Elect secretary by ballot, ac-
cording to regular usage.

Dull Recitations.— It is the most difficult thing in
the world for the average teacher to see when his class
is tired, and when he has tired it. Time and time
again such a thing happens, but still he goes on— still
he continues to tire his class. Yet all the while he is
conscious there is a drag. But the drag occurs day

SCHOOLROOM SUGGESTIONS. 163

after day. uHow should he avoid it," does one ask?
Stop, the moment the recitation begins to drag. If
the time allotted is thirty -five minutes and the lesson
begins to drag after twenty-five, stop at once, and
dismiss the class. What would be the result? In the
first place, the teacher would gain in power and fresh-
ness for his class, and upon himself the result would
be that he would make a preparation which would last
through the time and sustain the interest of his class.

Alternating Studies.— Do not attempt to hear
daily recitations in everything, if your school is a large
one, but alternate the studies of the more advanced
pupils.

Quiet Periods.— In some schools this plan would
have a good effect. The teacher finding there is noise
and restlessness, stops work, and says, uNow let us
take ten minutes of hard study. We must have the
room perfectly quiet. Let me see how many can keep
steadily and quietly studying for the ten minutes." If
the effect is not dissipated by the teacher, the influence
of such a period will be felt in the quiet on-going of
school.

Division of Class.— It is sometimes convenient to
divide a class into two, three, four, or more sections.
There are several ways in which to accomplish this
quickly and impartially.

1. Let the class number as they are seated ; a division
may then be made of odd and even numbers.

2. Call off promiscuous numbers and keep account
of them on paper.

164 SCHOOL DEVICES.

The device of assigning a number to each pupil may
be made to furnish a separate example for each mem-
ber of the class. Suppose, for instance, the class is
working in notation and numeration, the teacher may
say, "Put down your own number, prefix to it two
ciphers and a six, and annex a nine, two ciphers, and
your own number; point off and be ready to read."
No. 18 would then read 6,001,890,018. No 11 would
have an entirely different number— 6,001,190,011— and
likewise the rest.

The same device can be used in fractions, compound
numbers, percentage, etc.

Plan for Getting Answers from each Pupil
of a Large Class. — Where classes are large, and it
is desired that all take part in the recitation, adopt the
following plan: Give out a certain number of ques-
tions, and ask all the members of the class to write
them on slates or paper. Let each one then write the
answers below the several questions. Call upon some
one to read the first question and its answer. If cor-
rect, ask all who have a similar answer to raise hands.
If incorrect, call for correction. Go through the whole
list of questions in this way.

A School Diary.— The teacher, having procured a
suitable blank-book, may allow the school to vote for
a secretary each week, who will write up each day
the events of that day. To give the secretary some
importance, a small badge may be provided.

Time Given for Questioning.— Have a certain
time in your recitation work when the pupils can ask

SCHOOLROOM SUGGESTIONS. 165

questions on the day's lesson, or on any of the work
gone over, which may still be troubling them.

Original Examples and Illustrations.— Let
pupils bring in original examples in each subject as they
pass along. These may be distributed among the
members of the class for solution, to be reported on
the following day.

Repetition.— A great part of the benefit of some
teachers' work is lost through lack of repetition. This
occurs most often in teaching small children. Ideas
can only be firmly implanted in their minds by con-
tinual repetition. The same is true, though perhaps
to a less extent, with the majority of older pupils. To

secure the best results, review ; and after this

review.

Necessity of Reviews.— In order to fix the facts
acquired firmly in the mind, frequent reviews are in-
valuable. Sometimes a written reproduction of past
work should be demanded, and sometimes an oral re-
production. The teacher may make a brief restate-
ment of the chief points in the work after the scholars
have finished. It is also important that each recitation
should begin with a short review of the one preceding
it. It will occasionally be found well to divide the
class into two parts, and allow a pupil on one side to
question any one upon the other side, but on the condi-
tion that the one putting the question shall be fully
able to answer the question himself. It is also of value
to set apart a time when each one may ask any ques-

166 SCHOOL DEVICES.

tion that has puzzled him in his work; but indiscrim-
inate questionings should not be allowed.

In reviews, write your questions on blank cards, and
let the student write his answers on the board, and
encourage the class to criticise what is wrong. When
there is a large amount of instruction, both oral and
written reviews are a necessity. Pupils should rise
and read their written reproductions, or recite the
same orally ; they should follow an orderly plan and a
logical outline. In order that they may do this, the
teacher must first have done it. The pupil takes his
cue from his instructor, hence the teacher's lesson
should be carefully wrought out. Read sec. xv., ch.
iv., Tate's " Philosophy of Education."

G rap h i c Exam i n ati o n s.— In holding an examina-
tion of this sort, ask only such questions as can be
answered by figures on the board. For instance, in
physiology, a great number of questions on the struc-
ture of the heart can be answered by a drawing of that
organ upon the board. Questions in geography can
be answered by maps, drawn on the boards, showing
cities, mountains, rivers, capes, etc. In almost all
studies, questions can be asked, admitting graphic
answers upon the board. Such an examination is sure
to be a thorough test of familiarity with the subject.

The Value of an Object.— Many teachers will
keep referring to the size of a brick, and yet never
think to bring one into the schoolroom. Fetch one
to school with you, and direct pupils to measure it.
A bird in the hand will teach a child more about or-
nithology than a dozen in the bush.

SCHOOLROOM SUGGESTIONS. 167

Error-box.— Have a box at the desk, and ask the
pupils to write out, and place in this all the errors they
have noticed in the language which has been used in
school during the day. Let each paper be signed by
the one writing it. The box may be opened each night
before school is dismissed, or at the beginning of school
the next day, and the papers read by the teacher, who
should ask for hands to be raised for corrections.

Quotations. — To develop a taste for literature, take
a few moments after the morning exercises, in which
the pupils may repeat quotations from various authors.

Questioning.— It is of great importance in asking
questions of pupils that a logical order be followed.
Each question ought to prepare the way for that which
follows, and lead to it. Many teachers make a failure
because their questions are so worded that the pupil
does not see what is meant by them. Others fall into
the error of suggesting too much in asking a question.
How much benefit can come from such an interroga-
tion as this, " You would regard this as an important
battle, would you not?" When pupils have become
accustomed to the tone and manner of their teacher,
unless he is on his guard, they will infer what the
answer is from his very tone of voice.

To show what is meant by a logical order in ques-
tioning, we subjoin a few questions for giving a class
an idea of a clause.

Practical men are usually diligent.

What kind of men are diligent?

What word modifies the subject?

168 SCHOOL DEVICES.

In what other form can this sentence be placed with-
out changing the sense?

Men who are practical are usually diligent.

What kind of men are diligent?

What word does who are practical modify?

To what word in the first form is who are practical
equivalent.

What kind of a modifier is it ?

In the clause who are practical, what is the subject?
To whom does who refer ? To what class of pronouns
does who belong? What kind of a clause is this?
What is its predicate? To whom does practical refer?
What word in the clause does practical modify?

Bead ch. vi., Fitch's " Lectures on Teaching."

Pupils to Keep a Note-book.— Advise pupils in
the higher classes to keep a note-book and write in it
lists of words, commonly misspelled or mispronounced,
correctly spelled and pronounced, together with the
new words they meet in their reading, with their cor-
rect spelling and meaning. The book will thus become
a record of the pupil's progress.

Bulletin-board. — Have a bulletin-board in the
schoolroom or in the hall of the building, on which
may be posted notices. Newspaper clippings of
stories, news, or humorous anecdotes may be pasted on
the board, which will prove a source of interest, quiet
amusement, and profit to the pupils. A brief sum-
mary of each day's news could be thus posted and the
pupils questioned upon this.

Reporting Exercise.— A profitable exercise may
be made by asking the pupils to make notes of any-

SCHOOLROOM SUGGESTIONS. 169

thing of interest which falls under their observation and
tell it, in their own words, to the class. Make it a vol-
untary exercise, and allow it to occupy but a few
moments. Encourage the pupils to carry note-books
in which they may make notes of things suitable to
report. In this way the habit of observation will be
cultivated.

A Test of Quick Observation.— Try the plan of
placing an object before the class, and, after it has been
in view for a moment, remove it from sight, and call
for an accurate description of it. Begin with simple
objects and gradually substitute those which are more
difficult.

Debating Club.— Where the boys of a school are
of sufficient age, it will be a great advantage to them
to have a debating society, conducted according to
the usual parliamentary rules governing such bodies.
It is a great loss to boys to pass from school to the
duties of life, and not be able, for example, to make,
or put, a motion properly. Besides familiarity in the
manner of conducting such meetings, the boys would
be learning something useful, and acquiring the habit
of independent thought— the great object of teaching.
The teacher should help organize the club, and should
preside at the first few meetings, till the members be-
come accustomed to the rules of procedure. Then
they should elect one of their own number to preside.
A few topics suitable for discussion by young people
are given below :

Resolved, That the right to vote should be extended
to woman.

170 SCHOOL DEVICES.

Resolved, That government aid to education defeats
the end sought.

Resolved, That the right to vote should be denied
those who cannot read and write.

Schoolroom Decoration.— It is not possible for
teachers, ordinarily, to go to any great length in the
matter of schoolroom decoration, but every one can
make an effort in that direction, and the effort will be
amply repaid. Every evidence of refinement and taste
which can be shown in the room will have a refining
influence on the manners of the pupils. If the room
is bare, cheerless, and dirty, as too many are, the effect
is plainly seen, and an opposite effect is likewise plain-
ly seen if the room is clean, bright, and tastefully ar-
ranged with pictures, flowers, and a few bright colors
scattered about. Good pictures can be procured so
cheaply now that there is but little excuse for bare
walls. A few cents invested in dye would transform
the cheerless white curtains into warm, bright colors.
A little effort would transform the dirty and rusty
stove into a respectable article of furniture. Teach
your pupils to manifest the same neatness in the
schoolroom that they would in their own homes. If
you can interest the pupils in making the room pleas-
ant and keeping it clean and orderly, you will have
gained a great advantage both in the matter of disci-
pline, and in the development of a regard for beauty
on the part of the scholars.

During a large part of the year plants can be kept
in the room and nothing makes it more homelike
or pleasant. Have shelves arranged at some of the
sunny windows, and ask each pupil to bring a plant.

SCHOOLROOM SVG&ESTIONS. 171

Quick-growing vines can be trained about the window
casings, and for this purpose perhaps nothing is better
than the sweet-potato vine. It is only necessary to
place a small potato of this variety in a vessel of
water when it will begin to grow, and under ordinary
circumstances, will increase an inch a day. A great
number of these can be arranged about the various
windows. Let the children take turns in caring for
the plants.

In all your efforts to beautify the room, avoid every-
thing which is out of taste. Cheap colored prints
should be shunned. Buy engravings or photographs
of pictures that will elevate the taste of the pupils.

Some teachers who are not able to secure even a
small amount of funds to expend in decoration, cut
the large effective wood-engravings from Harper's
Weekly, and other illustrated papers, and paste these
engravings upon pasteboard box-covers, which are
thrown aside at every store. Tasteful selection and
arrangement of such pictures give the room an air of
refinement, and exert an educative influence upon the
school.

Suggestions about Receptions.— At school re-
ceptions it is usually found necessary to have a stage,
and this must be of good size, especially if dialogues
are to be given. Neither teacher nor school officials
should sit upon the stage. Such an exhibition is out
of taste. Give special visitors a seat near the stage,
but reserve the platform for those who are to take
part. The order of proceeding should not be called
off by the teacher. Have printed programmes, if pos-
sible, and let each performer go out in his turn without

172 SQHOOL DEVICES.

waiting to be called. In building a platform care
should be taken to have it of sufficient height that
those in the rear of the room may have an unob-
structed view. When dialogues or plays are to be
given, a curtain will be found necessary. Have a
stout cord stretched tightly across the front of the
stage, and from this let the curtain be hung by small
rings. It should be divided in the middle — one half
sliding each way, and let small cords pass from the
last ring in each curtain, at the centre of the stage,
to each side of the platform, so that the curtain may
be drawn together or apart from the sides of the

Closing Exercises.— It is always well to make
the closing of a term or year a special occasion, in
which the friends of the school may become acquainted
with the work done, and an interest created outside
the pupils and their parents. This closing exercise
will consist partly of a review or examination on the
work done ; and, in addition, to give a pleasing variety,
some literary work should be presented by the pupils.
This need not be of the same character for all, but
may vary according to the age and ability of the stu-
dent. The most advanced may present something
original, either as a discussion of some subject— one
speaking in favor and one against it — or as a composi-
tion or essay on some timely topic. Good dialogues
will always be well received, as will also tableaux. If
possible, have music several times during the exercises.
This will be of interest to visitors, even if it is not
elaborate. Use the songs that have been sung in
school, during the term.

SCHOOLROOM SUGGESTIONS. 173

One of the pupils may prepare and read a History of
the term, giving a brief account of all that has oc-
curred, together with the work accomplished. It is well
to have printed programmes, if that is convenient;
if not, they may be neatly written by the scholars.
See that visitors are made welcome and courteously
shown to seats.

Let all such exhibitions be rehearsed again and
again. It is only in this way that a successful enter-
tainment can be secured. The audience is likely to
judge your work by the showing which your pupils
make on such occasions. If any one is likely to fail,
it is far better to withdraw him till another time,
when his part can be more thoroughly committed.

174 SCHOOL DEVICES.

CHAPTER VHI.

OUTSIDE THE SCHOOLROOM.

The Parents of Pupils.— The reputation of a
school depends, to a great extent, upon the way in
which the parents regard it, and their opinion is usu-
ally formed l>y the reports which the children carry
home. It is therefore important that nothing he said
or done by the teacher which may be misconstrued by
the pupils. If it be possible, and it ought to be possi-
ble, let each pupil feel that you are truly interested in
him. In no other way can you gain such a hold on
the pupil, or better arouse the parent's interest in the
school. When you meet a parent, if you can honestly
do so, do not fail to speak pleasantly of the child. In
this way you will gain the good- will of the parent, and
arouse the self-respect and ambition of the pupil, since
he will regard himself as an object of interest to his
teacher. Do not fail to invite the parents to visit the
school, and when they come make them feel at home,
but do not make any change in your usual exercises.
Your school is very sure to be successful if you can
arouse the parents' interest in your work.

OUTSIDE TEE SCHOOLROOM. 175

The Noon Recess.— In country schools, where
the children live at a distance from the school, it is
necessary for them to carry a lunch and remain dur-
ing the noon hour. In this hour much that is ill-bred,
and much that is frequently of a vicious nature, may
be learned by them, unless great care be taken to have
the hour filled with orderly, harmless amusement. If
the teacher also remain during the hour, there is an
opportunity to set an example of good-breeding in the
manner of eating lunch, and in other ways. Encourage
the use of napkins, and a neat appearance and orderly
manners. After lunch, music, stories, or interesting
games are in order. If the teacher can engage heartily
in these, he will gain a firm hold upon the sympathies
of his pupils, and will find his discipline easier in school
hours. It may be objected that the necessary work of
the school is sufficient tax upon a teacher's strength.
But will the teacher not come to the afternoon session
in better trim, having occupied the hour thus, than
would be possible after enduring the confusion and
annoyance of the usual noon intermission? One rule
should be rigidly regarded ; if any pupil is discovered
using improper language about the schoolroom, he
should be removed from school at once. The school-
room must be pure and fresh, morally,— this is of far
more importance than arithmetic or grammar.

Teach the Constellations.— The teacher would
add to the interest of his school, and increase the
knowledge of his pupils, if on clear evenings he should
take them out and teach them the different constella-
tions, telling them at the same time the legends con-
nected with each. During the day he could announce

176 SCHOOL DEVICES.

the constellation that would be seen that evening, and
place dots on the board to represent the position of
each star in that constellation. Dots may be made large
to represent the bright stars, and the names of these
written out. In this connection, be careful that the
names are correctly spelled, and all the words properly
pronounced. A mispronunciation taught at this period
will, perhaps, be carried through life. A lasting benefit
may be secured by such teaching. Some of these boys
may become sailors to whom this knowledge will be
most necessary. The work of others may compel
them to be out of doors at night— on the road, or in
the fields, when familiarity with the heavens will be
an enduring source of pleasure. Another point to be
noticed is the elevation of character that comes when
the thoughts are turned up from the dead level of com-
mon things to that which is mysterious and grand.
The attempt to grasp the immensity of stellar distances
can but broaden the mind by the very act.

Begin in the latter part of October to teach the con-
stellations. Dot upon the board an outline of the
Pleiades, and tell in what part of the sky they will be
visible at a certain hour. Call attention to the bright-
est star in the constellation, Alcyone. It will be found
that many a scholar has singled out this little cluster
long before hearing of constellations, and has called it,
improperly, of course, the Little Dipper. Having the
Pleiades as a basis, it will be found quite easy to go
from this to other groups. Right below the Pleiades,
and covering five or six times as much space, will be
found, in the shape of a letter V turned on its side,
the Hyades, with its bright star Aldebaran. Moving
north from each of these constellations, we find Auriga,

OUTSIDE THE SCHOOLROOM. 177

its bright star Capella. In the west-northwest may
be found Lyra, with its bright star Vega, an easy con-
stellation to outline and to find. Eeturning to the
eastern sky, under the Hyades, is to be seen that large
and beautiful constellation Orion, scattering a star-
twilight all about it. Under Auriga in the latter part
of November, at nine o'clock, will be found the con-
stellation of the Twins, Castor and Pollux forming its
bright stars.

In January, the Dipper and its pointers can be
searched out, and at the same time Polaris, or the pole-
star. Cassiopeia is on the opposite side of the pole
from the Great Bear, at nearly the same distance. This
constellation can be readily recognized from its three
or four bright stars, disposed in a line broken into
pieces at right angles to each other.

The teacher should consult a star-map, which can be
found in any text-book upon Astronomy. If he know
nothing of that subject, he can easily gain the little
information necessary to direct his pupils in their
search for the constellations. We are urging that only
the marked constellations be taught, and we complete
this topic by naming the rest of these : The Great Dog,
the Little Dog, Leo, Virgo, Bootes (the Bear-driver),
Hercules, Job's Coffin.

The Judgment of Two is Better than the
Judgment of One. — Whenever a teacher has an
unusual case of discipline, it is best to consult the
trustees or the parents before taking action.

Another Suggestion for the Noon Intermis-
sion.— If the teacher own a microscope, much enter-

178

SCHOOL DEVICES.

taininent can be given pupils on days when the weather
is unfit for them to be out of doors. Various small
objects viewed under the microscope will afford much
pleasure and matter for conversation. If the teacher
have not mounted slides, he can find enough all about
him to exhibit. Parts of insects placed on the slide,
grains of pollen dust from different flowers, etc. We
add one suggestion not generally known. Cut off a
piece of the Deutzia leaf, and also a piece of the calyx
of the flower, and place them under the microscope.
Beautiful stars of different shapes will be seen — six-
pointed on the calyx and four-pointed on the leaf.
There are two varieties of the Deutzia, the dwarf and
the high, each variety possessing stars of different
shape.

A Scrap-box. — A convenient receptacle for the
preservation of newspaper clippings can be made in

the following way: Take old envelopes of a uniform
size— 3J x 5J inches will be found convenient— square

OUTSIDE THE SCHOOLROOM. 179

the torn end, and provide a long and narrow box (an
envelope box will do, if it is not convenient to have one
made like the diagram), into which these envelopes will
fit side by side. Cut from pasteboard a number of
pieces the same size as the envelopes, with which to
separate them into alphabetical divisions. Into these
envelopes, in their own properly lettered divisions, can
be placed folded cuttings which it is desired to pre-
serve. If, for instance, Elaine's " Eulogy on Garfield "
has been taken from the columns of a newspaper,
it will be placed in an envelope in division "E," and
across the upper end of the envelope should be written
" Elaine's Eulogy on Garfield." The advantage of
such an arrangement, in the saving of time, is a sugges-
tion that needs no further word of recommendation.

Scrap-book. — Another way to preserve clippings,
which may be preferred by some to the scrap-file, is
the scrap-book, which may be made an especially
valuable book for teachers, and at almost no cost.
Take any large-sized volume such as the Congressional
Kecord, and cut out every other leaf, so that when
the cuttings are pasted in, the book may be of the
original thickness. In this may be placed poetry,
stories, bits of travel, natural history — the habits of
animals, birds, and fishes. Pieces suitable for decla-
mation and reading can also be placed here. Every
teacher can readily see the value of such a collection.
Articles relating to matters of history and biography —
in fact, everything that will be available in the teacher's
work can be preserved in this way.

180 SCHOOL DEVICES.

CHAPTER IX.

HISTORY.
Outline of United States History.

[As USED IN THE SCHOOL OP CAMBRIDGE, MASS.]

I. AMERICA BEFORE COLUMBUS.
Its Inhabitants. Its Antiquities.

II. THE PRINCIPAL DISCOVERERS AND EXPLORERS OF
AMERICA.

2 i^^h' ] Name and describe briefly their most

3 French | imP°rtant discoveries and explor-
4. Dutch/ J ations.

HI. THE PERMANENT SETTLEMENTS IN AMERICA.

1. St. Augustine. 9. Connecticut.

2. Port Royal, N. S. 10. Rhode Islancl.

3. Virginia. 11. Delaware.

4. Quebec. 12. North Carolina.

5. New York. 13. New Jersey

6. Massachusetts. 14. South Carolina.

7. New Hampshire. 9 15. Pennsylvania.

8. Maryland. 16. Georgia.

HISTORY. 181

State when, and by whom they were settled, and the
object of settlement.

State where carried
on.

IV. THE COLONIAL WARS.

1. Wars with the Indians.

2. Clayborne's Rebellion.

3. Bacon's Rebellion.

4. King William's War.

5. Queen Anne's War.

6. King George's War.

C Time, Cause,

7. French and Indian Wars. < The Objective Points,

( Treaty of Peace.

8. The American Revolution.

(1) f Navigation Act.

n«,i J Writs of Assistance. ( Stamp Act.

Uiuses. * Unj-ust Taxation ] Bill of 1767.

t Boston Massacre. ( Tea Tax.

[" Sons of Liberty.
Colonial Convention.

(2) Defensive Measures. ] Minute Men.

First and Second Conti-
[ nental Congress.

(3) Leading Events.

( Skirmishes at Lexington and Concord.
1775. ] Battle of Bunker Hill.
( Siege of Boston.

f Evacuation of Boston.
1 77ft J Declaration of Independence.
j Campaign in New York.
[ Trenton.

(Princeton.
Campaign in Pennsylvania.
Burgoyne's Invasion^,
Valley Forge.

">" OF THE

UNIVERSITY

182 SCHOOL DEVICES.

C Aid from France.
1778. •< Evacuation of Philadelphia.

( The British capture Savannah.

j Naval Exploits.

I Attack on Savannah.

C The British Capture Charleston.

1780. < Arnold's Treason.

( Gates and Camden.

C Green's Campaign in the Carolinas.

1781. < Ravages in Virginia.
( Siege of Yorktown.

i Treaty of Peace.

( Departure of the British.

(4) Depreciation of the Currency.
V. THE GOVERNMENT.

be"

1. Of the Colonies. Eo PS

(Proprietary. |tween them.

o r\f 4-1^ TT«U^/I Q^-O 3 i Tne Confederation.

2. Of the United States, j The Constitution.

VI. THE UNITED STATES UNDER THE CONSTITUTION.
1. George Washington's Administration.

(1) When Inaugurated. Length of Term.

f Financial Affairs.
Relations with Foreign Pow-
ers.

(2) Leading Events, j SeTsta^^ * **

First Cabinet.
Discovery of coal.
. Gotten gin* invented.

HISTORY.

183

2. John Adams's Administration.

(1) When Inaugurated. Length of Term.

(2) Leading

3. Thomas Jefferson's Administration.

(1) When Inaugurated. Length of Term.

C Purchase of Louisiana.

(2) Leading Events. < Fulton's Steamboat.

( Aggression of Great Britain.

4. James Madison's Administration.

(1) When Inaugurated. Length of Term.

[1. Cause.
2. Where carried on.

(2) Lead- War of 1812. • 3. Important events by
ing Events. | land and sea.

[4. Treaty of peace.
, War with Algiers.

5. James Monroe's Administration.

(1) When Inaugurated. Length of Term.

' Construction of the Erie Canal.
First Steamboat Crosses the Atlantic.

(2) Lead- 1 Acquisition of Florida.
ing Events. 1 Missouri Compromise.

Monroe Doctrine.

Mode of John Quincy Adams's Election.

6. John Quincy Adamses Administration.

(1) When Inaugurated. Length of Term.

C Death of John Adams and

(2) Leading Events. < Thomas Jefferson.

( First Railroad Built.

7. Andrew Jacksorts Administration.

(1) When Inaugurated. Length of Term.

(2) Leading Event. — Nullification.

184 SCHOOL DEVICES.

8. Martin Van Burerts Administration.

(1) When Inaugurated. Length of Term.

(2) Leading Events.— None of special importance.

9-10. Administrations of William Henry Harrison
and John Tyler.

(1) When Inaugurated. Length of Terms.

f Death of Harrison.
I Rise of Mormonism.

(2) Leading Events, \ Annexation of Texas.

Beginning of Electric Teleg-
[ raphy.

11. James K. Polkas Administration.
(1) When Inaugurated. Length of Term.

fl. Cause.
' War with] 2. Important Events.

(2) Lead-
ing

Events.

V ar Wlin J Taylor's Campaign; Operations in
Mexico. New Mexico and California;

Scott's Campaign

2ampaig

_ 3. Treaty of J?eace.
Discovery of Gold in California.
Wilmot Proviso.

12-13. Administration of Zachary Taylor and Millard
Filmore.
(1) When Inaugurated. Length of Terms.

(2\ T PadiriP- ( Death of Taylor.
( *v^ £? 1 Discussion of the Slavery Question.
lts' ( Compromise of 1850.

14. Franklin Piercers Administration.
(1) When Inaugurated. Length of Term.

JGadsden's Purchase.
Opening of Japan.
•R-flnqflq Nph^qkn ( Border Warfare.
Bill j Squatter Sovereign-

BISTORT.

185

15. James Buchanan's Administration.
(1) When Inaugurated. Length of Term.
rDred Scott Decision.
The First Atlantic Cable Laid.

(2) Leading
Events.

Personal Liberty Laws.
John Brown's Eaid.

Election of Lincoln.

Seven Southern States Secede.

A Southern Confederacy Organized.

16. Abraham Lincoln's Administration.

(1) When Inaugurated. Length of Term.

(2) Leading Events.
A. The Kebellion.

a. Cause. Slavery.

b. Principal Events.

(a) Fall of Sumter.

(b) First Blood Shed.

ern States.
(Of Missouri.
Of West Virginia.
( Bragg's Expedition.
Of Kentucky. < luka and Corinth.
( Murfreesboro'.

(d) Campaigns against Eichmond and its De-

fending Army,
f Bull Run.

Peninsular Campaign.
Pope's Campaign.
Antietam Campaign.
Fredericksburg Campaign.
Chancellorsville Campaign.
Gettysburg Campaign.
Wilderness Campaign.
Shenandoah Campaign.
Siege of Petersburg.
Fall of Richmond and Surrender of Lee.

186 SCHOOL DEVICES.

(e) Rise of the Navy, and its Share in the War.

f Blockade of Southern Ports.

' Opening of the Mississippi River.

1 Capture of Coast Cities and Forts.

[ Encounters with the Rebel Navy.
(/) Opening of the Mississippi River.

^ The Part Performed by the Navy.

( The Part Performed by the Army.
(g) Movements for the Mastery in the Heart
of the Confederacy.

( Chickamauga.
Chattanooga.

\ Sherman's Campaign from Chattanooga
to Savannah and Northward.

[ Thomas's Nashville Campaign.

c. Emancipation Proclamation.

d. Effect on the Finances.

e. Cost in Men and Money.

/. Our Relations with Foreign Powers.
B. Assassination of the President.

17. Andrew Johnson's Administration.
(1) When Inaugurated. Length of Term.
Disbanding of the Army.
Thirteenth Amendment.
Fourteenth Amendment.

(2) Leading
Events.

Admission of Seceded States.
Impeachment of the President.
The Atlantic Cable.
Purchase of Alaska.

18. Ulysses S. Grant's Administration.

(1) When Inaugurated. Length of Term.

C Pacific Railroad Opened.

(2) Leading Events. < Fifteenth Amendment.

( Treaty of Washington.

HISTORY. 187

19. Rutherford B. Hayes* s Administration.

(1) When Inaugurated. Length of Term.

(2) Leading Events.— None of special importance.

20-21. Administration of James A. Garfield and Ches-
ter A. Arthur.

(1) When Inaugurated. Length of Terms.

(2) Leading Event.— Assassination of the President.

VII. CIVIL PROGRESS.

1. Prominent Statesmen.

2. Eminent Authors and their Principal Works.

3. Progress of Education.

4. Noted Inventions.

The Value of Geography in Teaching His-
tory.—A noted teacher and writer has said that " his-
tory without geography is incomplete and unsatisfac-
tory." Let the teacher keep this constantly in mind;
for nothing so effectually aids a scholar to hold tena-
ciously the account of a battle or a campaign, as
tracing it out carefully upon the map when studying.
Suppose a pupil, in his study of the American Eevolu-
tion, is required to trace the movements of the army
under Washington from his taking command at Boston
to the surrender of the British at Yorktown, naming
the battles and encampments, together with the im-
portant dates ; it will be found that the pupil's reali-
zation of that portion of the Revolution with which the
movements of this army are connected, is then much
more vivid than is possible without this connected use
of the map.

A plan of a battle-ground drawn upon the board, and

188 SCHOOL DEVICES.

the movements of the opposing troops dotted in lines
as the pupil recounts the events, is another form of
using geography in teaching history.

Trace General Grant from his being placed in com-
mand, before the battle at Belmont, through all his
movements till Lee surrenders to him near Eichmond.

Trace Sherman in his march to the Sea, and then
northward to co-operate with Grant, pointing out the
place of each engagement and giving a very brief ac-
count of it. Such topics as the above cover more than
one year; but such a plan used in the study of history
will give a clear, connected, and durable impression
of the main movements of the war.

Plan of Recitation for History Class.— Have
the class read the lesson assigned for the following
day, first as a reading exercise. On the next day di-
rect the class to bring their slates with them to recita-
tion. Have them write their names at the top, and
then let the teacher give out a number of questions
orally, requiring the class to write the answers upon
their slates. The questions given by the teacher
should not be those of the text-book, as the pupil would
soon recognize this and learn the answers to them.
Exchange slates as soon as all pupils have written
their answers. Then, giving out the first question, call
upon some pupil to read the answer upon the slate
which he has, and by a raising of hands ascertain
how many have answered the question correctly. An-
swers will diifer in wording and in length ; but if the
general facts are correct, give the pupil full credit for
his answer.

HISTORY. 189

First Things in the United States.— First in-
habitants known — the Mound Builders.

First Europeans to visit America — the Northmen,
according to tradition, explored New England during
the llth, 12th, and 13th centuries. Little that is defi-
nite is known.

First voyage to the New World— that of Columhus,
starting August 3, 1492, and touching at San Salvador,
West Indies.

First landing on the mainland— John Cahot, of
uncertain nativity, first known as a Venetian, after-
ward sailing under a charter obtained from Henry
VII., in 1497, sailing along the coast 1000 miles south-
ward from Labrador.

First settlement— September, 1564, Saint Augustine,
Florida, by a Spaniard,. Melendez, who was sent over
to drive back the Huguenot refugees.

First charter granting land — that to Sir Walter
Raleigh, under title of "Virginia," in honor of the
virgin queen, in 1584.

First English settlement — Jamestown, Virginia,
under a charter granted to the London Company, of
" noblemen, gentlemen, and merchants," in 1607.

First slaves — twenty offered for sale by a Dutch
vessel, 1620, at Jamestown, Virginia.

First ship built in New England— the "Blessing of
the Bay." July 4th, 1631.

First college— Harvard, projected in 1636, and actu-
ally begun in 1638, at Cambridgeport, Massachusetts,
and named in honor of John Harvard, a minister of
Charlestown, who gave it an endowment of £400.

First union of the colonies — for their mutual benefit
the Plymouth, Massachusetts, Connecticut, and New

190 SCHOOL DEVICES.

Haven colonies banded together in 1643. Matters of
joint interest submitted to two commissioners from
each colony.

First witchcraft troubles — those at Salem, 1698.

First Presbyterian Church — at Snow Hill, Maryland,
1690; first presbytery, that of Philadelphia, 1705; first
synod, of four presbyteries, 1716.

First newspaper — Pennsylvania Gazette, or what
afterwards became that paper, 1704.

First general religious revival — that preached by
Jonathan Edwards throughout the New England
colonies. His most famous sermon was " Sinners in
the Hands of an Angry God."

First Continental Congress — that at Philadelphia in
1774.

First formal organization of the Methodist Church,
1784; first of the Episcopal Church, 1785; first of the
Catholic Church, 1786.

First State to ratify the Constitution — Delaware,
1787.

First State admitted to the Union— Vermont, 1791.

First steamboat— Kobert Fulton's Clermont, on the
Hudson, 1807; rate of speed, five miles per hour.

First national bank — that at Philadelphia, with
branches, 1816-17; capital, 35,000,000 dollars.

First canal — Erie, opened 1825.

First railroad — Quincy, Mass., to tide-water mark,
three miles ; drawn by horses ; 1827.

First financial crisis — that brought about by bank
money, and real-estate speculation, 1837.

First formal proposition to dissolve the Union — the
resolution of Mr. Bhett, of South Carolina, in Con-
gress, in 1839.

HISTORY. 191

First telegraph — between Baltimore and Washing-
ton, single wire, 1844; Prof. S. B. Morse. First dis-
patch— news of Mr. Folk's election to the Presidency.

The "Yes" and "No" Game in History.—
This game is valuable as an occasional variation of
the usual work. The old routine grows tedious, and
it is a good idea to bring this little history pastime into
the class, when the teacher sees listless, indifferent
faces before him. Let him, or some one of the class,
select in his mind an important historical event, per-
son, time, or place, and the rest of the class ask ques-
tions to discover it. No question unanswerable by yes
or no should be allowed.

This play-work develops a power and ease of ques-
tioning, and shows also a prompt knowledge of the
subject. It is an excellent review exercise, and so
pleasant — " such fun" — that the pupils altogether forget
that it is work.

Use of Poems embodying Historical Facts.

— The many noted poems or works in prose founded
on historical facts may be made a pleasant as well as
an important aid in history lessons.

For example: " Evangeliiie," based on the expulsion
of the French from Acadia; "The Last of the Mohi-
cans," introducing scenes of the French and Indian
War; " Ichabod, " suggested to Whittier when Web-
ster indorsed the Fugitive Slave Law; "The Biglow
Papers," ridiculing the Mexican War; "The Star-
Spangled Banner," written by F. S. Key, during the
bombardment of Fort McHenry ; ' ' Paul Revere's Ride, "
"The Landing of the Pilgrim's," "Sheridan's Ride,"
"Barbara Frietchie," "All Quiet along the Potomac
To-night," etc.

192 SCHOOL DEVICES.

Outside of the history of our own country are Tenny-
son's " Charge of the Light Brigade," Byron's " Water-
loo," Scott's works, and Shakespeare's historical plays.

The list, of course, can be greatly extended. Its use
will afford a grateful variation when recitations in
history hecome monotonous.

Supplementary Work in History.— From the
index of any history make a list of about one hundred
names, comprising the most noted discoverers, ex-
plorers, generals, presidents, statesmen, inventors,
authors, and orators.

Arrange the list alphabetically, numbering each
name.

Select for the class three or four names, and require
them to find out, within a given time, all they can
about each name. Who was he ? About what time
did he live ? If a general, tell in what war he fought,
and on what side ? If an inventor, what did he in-
vent ? If a discoverer, what did he discover ? etc.

When the allotted time is passed, instead of the
regular history lesson, allow the pupils to recite all the
information they have gained. Then require them to
condense the same into two or three sentences, pre-
serving, of course, the main facts.

Have blank-books in which the pupils may write the
name and condensed answer after it for future refer-
ence.

At first, pupils will find it difficult to condense their
answers, and the teacher should aid them by placing
upon the blackboard for their inspection several ex-
amples.

HISTORY.

193

No.

47
49

50
51

54
55

NAME.

THOMAS JEFFERSON.
JOHN PAUL JONES. .

LAFAYETTE. . . .
ABRAHAM LINCOLN.

MAGELLAN. . . .
MASSASOIT. . . .

GEN. MCCLELLAN. .
PlZARRO.

STATEMENT.

The third President of the United
States.

A famous naval officer in the Revolu-
tionary War. He was in the service
of the Americans, although born in
Scotland.

A French nobleman who fought with
the Americans in the Revolution.

He was twice elected President of the
United States, and issued an order
during the Civil War freeing the
slaves. He was shot while serving
his second term.

A Portuguese navigator who discovered
the Strait of Magellan ; he died on
this voyage, and his sailors made the
first voyage around the earth.

An Indian chief who made a treaty of
peace with the Pilgrim Fathers.

A Union officer in the Civil War.

A Spanish soldier who conquered Peru.

Teaching History.

I. Plan of Teaching History.

1. In one lesson give a general sketch of the whole
history to be taught, and divide it into its great de-
velopment periods, fixing the date of the commence-
ment of each period.

2. Teach the history of each period, beginning with
the first.

3. Teach independently the events connected with
each topic.

4. Sketch the history connected with each topic suc-
cessively through all the periods, after having taught
each period independently.

194 SCHOOL DEVICES.

5. Show the advantages of this plan (a) in giving
connected ideas regarding the progress made in each
department of national life; (b) in facilitating the re-
membrance of historical facts in their relation to their
effects ; and (c) in affording natural and incidental re-
views of the history already taught.

II. Training Pupils to Study History.

1. This is the most important of the teacher's duties
in dealing with this subject. History should be learned
chiefly after school life has ended.

2. Assigning lessons wisely is the means for training
to study.

3. Do not assign answers (notes) to be committed to
memory.

4. Assign questions, and let pupils prepare answers
by reading their histories.

5. All questions should not relate merely to isolated
facts or dates.

6. They should compel a comparison of facts, and
exercise the pupil's judgment.

7. A good outline or plan of the lesson is better than
questions for advanced classes.

III. General Suggestions.

1. Chronology is not history.

2. Epoch men and women should receive a large
share of attention.

3. Striking scenes and great events should be vividly
pictured to awaken interest.

4. Pupils should write historical abstracts and bio-
graphical sketches for compositions.

HISTORY. 195

Studying History by Preparing Written Pa-
pers.— In no way can the study of history be made to
yield so excellent and wide results as by assigning
topics to a class, requiring them to read up thoroughly,
and write a careful and condensed paper upon the
topic. By this plan the pupil is not getting his knowl-
edge ready-made, but is making it for himself. He
consults maps, books of reference, different text-books
for the facts, and then must dwell upon them and
have them clearly in mind before he is able to write a
clear account. Frequently he will have to draw a map
on his paper for illustration.

Edward Abbott's little ''Paragraph History of the
U. S." would form a good outline in American history
for the teacher to work upon.

One caution should be added to this plan, and that is,
the necessity of thorough oral reviews.

Dates.— In teaching history, use but few dates, but
let these few be focal dates. Train pupils to locate an
occurrence between these by calculation. If careful
consideration is given, they will come approximately
near the exact time. Some dates can be impressed
easily upon the mind by some peculiarity in them.
Take, for instance, 1789, the year the present constitu-
tion of the United States was adopted. By asking
pupils to notice what is peculiar about the last three
figures of this date, they will see the regular order of
the numerals 7, 8, 9, and by this association hold it in
memory.

Nearly every boy has read these lines in Dr.
Holmes's " One-hoss Shay:"

196 SCHOOL DEVICES.

" Seventeen hundred and fifty-five—
Georgius Secundus was then alive —
Snuffy old drone from the German hive.
That was the year when Lisbon town
Saw the earth open and gulp her down;
And Braddock's army was done so brown,
And left without a scalp to its crown."

In these lines are three important facts, two being
upon American history, viz. : that it was in 1755 that
Braddock's army was defeated (the first year of the
French and Indian war), and that George the Second
was then king of England.

Washington died in December, 1799. This may be
of but little value as a date, but whatever its value a
statement such as this would fasten it in the mind:
Washington died on the last hour of the day, the last
day of the week, the last month of the year, and the
last year of the century.

Rome was founded 753 B.C. By remembering the
reverse order of the odd numbers, 7, 5, 3, this date
may be fixed in the mind.

In speaking of the Norman Conquest, the impression
made by saying " The Normans landed in 1066 "—ten
and two sixes— is more forceful than to state merely
the naked date.

The dates of the following events may be remem-
bered by contrast: The Puritans landed in 1620; sla-
very was introduced into Virginia in 1619.

It must be remembered, however, that a device of
this kind has its limitations and is likely to be carried
too far.

HISTORY. 197

Administrations of the Presidents.— Many
examiners require the dates of the beginning and close
of each President's administration. To acquire this
easily, let scholars be able to name the Presidents in
order and tell how many terms each served. Then
taking the date 1789 (on which we have made a for-
mer suggestion) and adding four or eight years, as the
case may be, the whole matter becomes much easier.

Drawing in History.— Fresh interest can always
be given to the study of history by introducing draw-
ing. No matter how good the engraving in the book,
a picture of the Monitor and the Merrimac drawn by
a pupil on the board upon a large scale invests the
story of that naval battle with an additional interest.

We suggest a few of the many things that may be
represented upon the board by those pupils who can
draw: The flags used by the Americans in the Ee vo-
lution; the Confederate flag; Continental money; Ful-
ton's first steamboat; the firing upon the Star of the
West as she attempted to carry reinforcements and
supplies to Major Anderson at Fort Sumter.

Civil Government.— Such an exercise as the fol-
lowing may be given to the whole school, since it con-
tains information that every well-informed person
should possess. The officers and legislative bodies of
the U. S. government, of the State, county, town, and
school district, exercising similar powers, are placed
side by side :

198

SCHOOL DEVICES.

U.S.

State.

County.

Town.

Sch. Dist.

Congress.
President.
Sec. State.

Sec.Treas.
Auditors.

Legislature.
Governor.
Sec. State.

Treasurer.
ComptrolTr.

Board of Superv's.
Sheriff.
Co. Clerk.

Co. Treas.
B'd Supervisors.

Town Meeting.
Constable.
Town Clerk.

Supervisor.
Auditors.

Dist. Meeting.
Trust, or Agt.
Dist. Clerk.

Collector.
Trustee.

English Sovereigns.— Those who wish to fix in
memory the succession of the sovereigns of England
can easily do so by committing the following lines,
which, though old, are useful:

" First William the Norman,

Then William his son;
Henry, Stephen, and Henry,

Then Kichard and John.
Next Henry the Third,

Edwards one, two, and three;
And again, after Kichard,

Three Henrys we see.
Two Edwards, third Richard,

If rightly I guess;
Two Henrys, sixth Edward,

Queen Mary, Queen Bess.
Then Jamie, the Scotsman,

Then Charles whom they slew,
Yet received after Cromwell

Another Charles too.
Next James the Second

Ascended the throne;
Then good William and Mary

Together came on.
Till Anne, Georges four,

And fourth William all past,
God sent us Victoria —

May she long be the last 1"

BISTORT.

199

Topical Outline for Teaching Civil Govern-
ment, by Geo. H. Martin, Agent of the Massachusetts
State Board of Education.

' a. What officers chosen.

6. By whom chosen.

c. When and how chosen.
. d. For what chosen.

Same topics.
Same topics.

a. Public convenience and

welfare.

b. Public will.

c. Nature of office-holding.

d. Duties of ) To vote.

citizens f To pay taxes,

e. Public property.
a. Necessity for laws.
6. Natural rights.

c. Objects of laws.

d. Duties of citizens — to re-

spect and obey.

e. Nature of representation.

a. Penalties.

b. Justice, free, speedy, im-

partial.

c. Local administration.

d. Presumption of innocence.

e. Duties of witnesses and

court officers.
Execution, prompt, vigor-
ous, impartial.

a. Dangers to liberty.

b. Safeguards of liberty.

1. Of local govern-

ment,

2. Of State gov-

ernment,

3. Of National

government,

1. Of local govern-
ment,

2. Of State gov-
ernment,

Legislative De-
partment,

Judicial Depart-
ment,

Executive Depart-
ment,

The Constitution,

C 1. Immediate— American history.
III. CAUSES. •< 2. Mediate— English history.

( 3. Eemote — Comparative history.

200 SCHOOL DEVICES.

CHAPTER X.

PHYSIOLOGY.

Practical Physiology.— There is no study which
can be made of such practical value to a class as
physiology; and to teach it, omitting the practical
side, is to fail in the moral responsibility which one
assumes in teaching such a subject. If you do not
know the proper thing to do in restoring a person
who has been under water several moments, find
out, and see that your class understand what is neces-
sary to be done in such a case. If you do not know
what to do when an artery or large vein is severed,
get some intelligent physician to inform you, and
then make it clear to the class.

The study should include sufficient anatomy to
make clear the position of the large blood-vessels and
the place where the arteries come to the surface. A
teacher of physiology ought to be familiar with the
relative digestibility of all the common foods, and
make his pupils see how health is lost by non-attention
to this subject, and by irregular and rapid eating.
Do not treat the subject of ventilation as something
foreign to e very-day life; make your pupils enthusi-
astic over fresh air. Bring sharply home to each pupil
the ways in which health is lost, as also the ways by
which it can be made vigorous. Teaching that shows

PHYSIOLOGY. 201

the structure of the stomach and lungs, and. the way
in which they act, is of but small value if it does not
show how to take care of these organs.

Read chapter "The True Foundation of Science-
Teaching" in Payne's " Lectures on Education."

Development Lesson in Physiology.— The
following is a report of a lesson actually given to a
grade of pupils, 12 or 13 years of age. It will be no-
ticed that the teacher carefully observed two things:
going from the seen to the unseen, and from the sim-
ple to the difficult. His foremost aim in the entire
work was to make the child reverence his body.

The order in which the whole subject of Physiology
was taken up by the grade is, in the main, as follows:

SKIN. — Qualities, structure, use, care.
MUSCLES. — Qualities, structure, use, care.

BONES.— 1. Qualities.— Hard, smooth, light, porous
at ends, knobs at ends, ridges and depressions on the
surface.

2. Structure.— (From sawed bone), hand, porous,
fine tubes, canal, marrow.

3. Composition. — Bone in dilute acid, bone burned.

4. Skeleton. — Framework and support of the body.

c Skull,

5. Parts. — < Trunk,

( Extremities.

6. Joints. — Arms, legs.

{Ligament— sprain.
Cartilage — use.
Synovia— use.

202 SCHOOL DEVICES.

{Movable.
Hinge.
Ball and socket.
Immovable.

8. Care of Bones. —Growth and repair.
DIGESTIVE SYSTEM.
CIRCULATORY SYSTEM.
NERVOUS SYSTEM.

The lesson began with a review of the work of the
day before.

REVIEW.

Teacher. What did we find on the outside of our
bodies ?

Pupil. We found skin on the outside of our bodies.
T. What is the main use of the skin ?
P. To protect the parts underneath it.
T. What is just underneath the skin ?
P. The muscle or lean meat is underneath the skin.
T. What is the use of the muscle ?
P. The muscle moves the parts of the body.

ADVANCE WORK.

T. What is under the muscle ?

P. There is bone under the muscle.

T. How do you know ?

The pupils gave various answers. One said: " I can
feel the bone in my fingers and at my elbows." An
other, "We can see the bone inside the flesh in beef
and pork;" another, " I saw a man who had his finger
cut off, and I could see the bone inside the flesh."

At this point the teacher showed specimen (a dog's
leg that had been preserved in alcohol) , and located

PHYSIOLOGY. 203

the skin, muscle, and bone. Then he passed specimens
of bones to each pupil.
T. What have I given you ?
P. A bone.

T. Tell me all you can about the bone.
P. This bone is white or pink, and smooth.
T. Make a dent in the bone with your finger.
P. I cannot.
T. Why not?
P. Because it is hard.

T. Hold the bone on the end of one finger, and tell
me about its weight.
P. It is light.

T. Examine the end of your bone.
P. It is full of very little holes.
T. What word describes a thing which is full of
such little holes?
P. Porous.

T. Shut your eyes and pass your fingers over the
whole bone. What did you notice ?
P. I noticed a knob on the end of my bone.
P. I found a ridge on the side of my bone.
T. Tell me all you have learned about your bone.
P. It is white, smooth, hard, light, porous at the
end, and it has ridges and knobs at the end.

T. Draw on the blackboard one line to represent
this face of your bone; this edge; this edge; and this
edge.

The pupils passed to the blackboard, and drew quick-
ly and well what they were directed to draw.

T. What kind of faces and edges must your bone
have since you draw curved lines to represent them?
P. Curved faces and edges.

204 SCHOOL DEVICES.

T. Why do these bones have curved faces and edges?

Pupil does not know.

T. What is the shape of the top of the doorway
downstairs?

P. It is curved.

T. Why was it built with a curve instead of with
straight lines?

P. It was built so because it looks better.

T. Yes ; it is more beautiful. Why are all the arches
in the railroad bridge made with curved instead of
straight lines?

P. Because they look better. Another pupil: Be-
cause they are stronger.

(Teacher illustrated to class by drawing.)

T. Why do we make curved faces?

P. For beauty and strength.

T. Bones are curved for the same reason (presenting
a large bone sawed longitudinally). Tell me all you
can about the substance of which this bone is formed.

P. It is white, hard, and porous, and there is a greasy
substance in the middle.

T. This greasy substance is called marrow (writing
the word upon the blackboard) ; see if you can tell me
why this greasy substance is placed inside of bones,
for our next lesson.

T. (Presenting two bones.) Describe this.

P. This bone is very limber and tough.

T. Now describe this.

P. This bone is very brittle, and it is stiff.

T. The first bone has been in acid, and the mineral
substance has been taken out of it. What is left is
called the animal substance, or animal part of the
bone. What does the animal substance give bones?

PHYSIOLOGY. 205

P. The animal substance gives toughness and lim-
berness to bones.

T. This other bone has been burned, and the animal
substance has been destroyed; this part is called the
mineral substance of bones. What does the mineral
substance give to bones?

P. The mineral substance gives hardness and brittle-
ness to bones. Another pupil added : Stiffness.

T. (Presenting skeleton.) What have I?

P. A skeleton or bones.

T. From what animal do you think these bones were
taken?

P. From a man.

T. Of what use were these bones to the man?

Pupil does not know.

T. Suppose the bone$ could be taken out of your
body without hurting you, how would it affect you?

P. I could not stand up.

T. Then of what use are the bones of your body to
you?

P. The bones hold my body up.
. T. Who can tell it another way ?

P. The bones support my body.

T. What do you call the part of a building which
supports or holds up the rest?

P. The framework.

T. What may we call the bones?

P. The framework of the body.

Summary.

T. Tell me the qualities of bone.

P. Bone is white, hard, porous, light.

T. Describe the inside of the bone you saw.

206 SCHOOL DEVICES.

P. It was hard, white, and full of a greasy substance.

T. Of how many substances is bone composed?

P. Bone is composed of two substances— animal and
mineral.

T. What does each give to bone?

P. The animal substance gives toughness and lim-
berness to bone. The mineral substance gives hard-
ness and stiffness to bone.

T. What is the use of the bones in the body?

P. Bones support the body; bones are the frame-
work of the body.

This lesson was followed by lessons on the backbone,
chest, skull, and then came lessons on the growth and
care of the bones.

How to Prepare a Drop of Blood for Obser-
vation under the Microscope.— A specimen of
blood can be prepared for the microscope by using a
slide and cover glass (a thin round glass). Take the
latter in the fingers and breathe quickly on one side of
it, which will thus become slightly moist. Place the
cover glass upon the slide, the moist side downward.
Put a fresh drop of blood on the slide at the edge of the
cover glass, and a bit of blotting-paper at the other
side of the same. The moisture on the underside of
the glass will be drawn out into the blotting-paper, and
the blood will be forced in to take its place without in-
jury to the blood-corpuscles. The specimen is then
ready for use.

An Outline of Foods,— Place the following out-
line upon the board, GO be used as the basis for lessons
on foods :

PHYSIOLOGY.

207

(Albumen,
Casein,
Gluten,
Fibrin, etc.

AT . f Fats,
Not - '

containing \
S

Organic.

Foods.

fLime;

\ Salts, chlorides, phos-
Inorganic. -j phates, etc. ;

Iron,
[Water.

To Show the Process of Osmosis in Liquids.
—Over one end of a glass tube tie securely a piece of
parchment paper, and put in the tube a thick solution
of sugar and water. Insert the tube in a dish of clear
water, so that the surface of the sugar solution and
that of the clear water shall be on a level. After
standing awhile, it will be found that the liquid in the
tube has risen above the level of the surrounding water,
showing that some of the water has passed through
the paper into the denser liquid.

To Show Osmosis in Gases.— Over the top of
a glass containing nothing but air tie securely a thin
rubber membrane. Place this under a bell glass con-
taining hydrogen. The hydrogen will pass through
the rubber into the denser medium, and increase the
bulk of air to such an extent as to burst the rubber.

To Illustrate Reflex Action.— Pith a frog in the
following way : After etherizing, to obviate unnecessary

208 SCHOOL DEVICES.

pain to the animal, find with the finger a depression
in the spinal column just below the base of the brain.
Insert the point of a knife here, and sever the spinal
cord. Through the opening thus made run a small
awl or wire up into the brain, and destroy that organ
by twisting the awl or wire about within the brain
cavity. Although the brain is thus destroyed, the
other functions of the body still continue. Lay the
f i-og on the ventral surface and straighten out the legs.
Let one side of the animal be tickled with a feather or
pinched with a pair of pincers. The leg on that side
will be drawn up and swept over the side to remove
the cause of the irritation. Try the same on the other
side. The other leg will go through the same motions.
Pinch various parts of the body, and observe the efforts
of the frog to remove the irritating object. Suspend
the frog and pull down the legs. Bring a dish con-
taining dilute sulphuric acid up under the frog, so that
one of the legs will just touch it. The foot will sud-
denly be withdrawn. Touch the acid to the other leg.
That will likewise be withdrawn. Moisten a bit of
blotting-paper with acetic acid, and place it on the
flank of the frog. The leg on that side will be drawn
up, and swept over the flank to dislodge the paper.

To Illustrate Congestion.— Having placed a frog
that has been pithed so that the web of the foot can
be seen under the microscope, apply to the spot to be
observed a drop of creosote. Observe the action of
the blood. It will be seen to become stagnated, and
blocked up in its flow, while the white corpuscles will
become more numerous. Here, then, can be seen, on a
small scale, the whole process of congestion. If the

PHYSIOLOGY. 209

irritation from the creosote be but slight, the blood will
finally force its way through the blood-vessels, and the
circulation be resumed.

To Show the Motion of the Cilia.— Lay open
the oesophagus of a frog that has been recently pithed,
and on the inner surface lay a small bit of cork. It
will be seen to move slowly down toward the stomach,
carried along by the cilia.

To Show the Circulation.-— The circulation can
be observed in the tongue of the frog, as in the web of
the foot and in the lungs of the same animal.

The circulation of the blood can likewise be seen in
the tail of the tadpole. If a specimen can be obtained
at just the right age, nearly the whole circulatory
system of the animal can be watched through its trans-
parent skin. The heart, with the blood entering and
leaving it, can be seen, as also its passage through the
arteries. For the success of the observation, it is well
to starve the young tadpole for a day or two previous
to examining it. As the animal grows older, its skin
loses its quality of transparency. The tadpole may be
rendered passive by placing it in water and heating to
about 113 degrees.

Action of the Heart.— A good experiment to offer
to the class in physiology is to open the thoracic cavity
of a frog, previously rendered insensible, when will be
seen the action of the heart and the lungs collapsed.
If the heart be carefully removed and placed on a
board in a warm place, it will beat for some time.

210 SCHOOL DEVICES.

Structure of the Lungs.— To show the structure
of the lungs, insert a small tube in the trachea of a
dead frog and inflate the lungs. Tie up the trachea to
prevent the escape of the air, and hang in a warm
place to dry. On cutting it open, after being thor-
oughly dried, the air-cells can be studied to good
advantage.

Carbonic Acid.— The show the presence of car-
bonic acid in expired air, take a small glass tube or
the stem of a clay pipe, and through it breathe slowly
into a glass of lime-water. A white precipitate will
be formed, which is carbonate of lime, formed by the
carbon of the gas and the lime in the water.

Structure of the Heart.— The heart's action can
be studied to advantage by the use of the frog, as
shown in another place. But to show the structure of
this organ, the heart of a larger animal is necessary.
Get a butcher to save you one from a sheep, and while
it is still fresh cut it open and exhibit it to the class.
The working of the valves can be readily shown, and,
in genera], the students will get a much better idea of
the subject from such an inspection than from a mul-
.titude of diagrams. Have the students draw carefully
upon paper what they see.

To Diagram the Blind Spot in the Eye.—
Draw several horizontal, parallel lines about a quarter
of an inch apart. Make a cross at one end of the line.
Close the left eye, and look steadily at the cross with
the right eye. Now run the point of the pencil along

PHYSIOLOGY. 211

the upper line. At a certain distance along the line,
the point will become invisible, and a little further on
will again appear. Make a dot at the points of disap-
pearance and reappearance. Do this on a number of
the lines. It will be found that the dots have enclosed
a space which, if the lines are near together, and the
experiment be carefully performed, will give a very
accurate outline of the blind spot in the eye. It will
be found to differ in shape in different members of the
class. It should be remembered that the eye is to be
kept at a uniform distance from the page throughout
the experiment.

Dissection of a Rabbit or Cat.— The teacher
who desires to do thoroughly good work in teaching
physiology should not fail to make a dissection before
the class of a rabbit or a cat. In no other way can
such a vivid representation of the organs of the body
and their functions be brought before the pupil's eyes.
You may describe accurately the action of the heart,
but your class will never fully realize what it means
until a heart has been seen in action. There need be
no hesitancy because of the specious arguments against
vivisection: an animal under the influence of ether
is dead to pain. When a dissection is to be made, let
the animal, either a rabbit or a cat, be placed in a close
box, in which has been placed a sponge, or cloth,
moderately wet with ether. It is convenient to have
a glass window in the top of the box, so that one may
know at once when the anaesthetic has taken effect.
Do not keep the box so tightly closed as to smother
the animal. When thoroughly insensible, remove the
animal from the box. Have some one keep the sponge

212 SCHOOL DEVICES.

or cloth near the animal's nose continually. Be par-
ticular about this. Stretch the animal upon its back
on a board, and draw all its feet out and fasten them to
the sides of the board with strings. Part the fur, and
make an incision through the skin upon the median
line from the throat across the thoracic and abdominal
cavities, but do not cut through into the thoracic cavity
in the first of the dissection, as that would cause the
lungs to collapse, when the functions of life would
shortly end. Make an incision into the abdominal
cavity below the diaphragm, and observe the position
of the stomach, liver, pancreas, kidneys, bladder, large
and small intestines. If there is food in the animal's
stomach, notice the congested appearance of that organ.
Observe carefully the peristaltic action of the intes-
tines—the instant of rest followed by the peculiar
writhing motion which marks the function.

With a thin scalpel or small knife, carefully detach
a small bit of the thin, almost transparent membrane
which invests the intestines. This is the peritonaeum
which slings the intestines to the walls of the abdom-
inal cavity. Notice the action of the diaphragm as it
expands and contracts with every breath. Carefully
raise the intestines from their position, and find the
large blood-vessels that follow the course of the spinal
column down from the heart. Distinguish between
the veins and the arteries. If an artery is cut in your
work, pick it up at once with pincers and tie it. Notice
the white appearance of the cut end. Cut through into
the cavity of the thorax and notice the collapsed lungs
— their color, form, and general consistency. Notice
their covering. Raise the lungs carefully, and notice
the working of the heart. Try to distinguish the two

PHYSIOLOGY. 213

impulses of a single beat. Observe carefully the auri-
cles and the apex (the lower point). Notice that it is
the striking of this point against the wall of the thorax
which gives the impression of a beat when the hand is
held over the heart. Distinguish the pericardium, or
sac in which the heart is contained. Trace the aorta
and the various veins and arteries connected with the
heart, naming the most important. Cut open the
covering of the throat, laying bare the trachea. Ob-
serve the hard rings nearly encircling it, and behind
this the oesophagus. Follow the trachea down to the
bronchi. Trace the large veins of the throat. When
all these points have been carefully studied, remove
the heart by cutting away its attachments, and place
it in water slightly warm. It will beat for some time.
If placed in cold water, it will stop beating, but on
being returned to the warm fluid it will resume its
beats if it still retains its vitality ; that is, if the experi-
ment has been carefully made, and the heart has not
been too long removed from the body.

In cutting into the thoracic cavity, the sternum will
have to be removed. This may be done by severing
the attachment of the ribs with stout shears.

To show the action of the lungs in breathing, remove
the lungs and trachea intact. Place them in a large
empty bottle, with the trachea projecting through a
hole in the cork. Eender the bottle air-tight by means
of sealing-wax placed about the trachea and the edges
of the cork. Place a small bellows, or rubber bulb,
over the open end of the trachea. In this way the lungs
can be inflated, when the air in the bottle will become
compressed. Remove the pressure of the bulb, or bel-

214 SCHOOL DEVICES.

lows, and the air in the bottle will expand and drive out
the air from the lungs, which will then be in a state of
collapse. Repeat this regularly fifteen times per min-
ute, and a very successful exhibition of the action of
the lungs in breathing will be afforded.

SEAT-WORK. 215

CHAPTEE XI.

SEAT -WORK

What is Gained by Seat-work.— Would you
reduce discipline to a minimum of effort, keep your
scholars busy, taking great care that there be variety
in their work. Have you yet, do you think, fully real-
ized how much there is in this?

Copying Reading Lessons.— Direct pupils to
copy carefully upon their slates the reading lesson just
finished, or the lesson to be read to-morrow. See that
there is no hurried work. Inspect all work and ap-
prove every effort that shows the pupil has tried.

In this copying the pupil is aiding himself in spelling,
by impressing the forms of the words upon his mind ;
he is getting practice in writing ; he is indirectly learn-
ing to capitalize and punctuate ; and, besides this, what
he does is of direct value to him in reading.

Seat-work in Reading.— Suppose the following
words are printed at the head of the reading lesson:
slate name bird pane

gave cage some mate

face Dick come skate

frame cake that came

Write this direction upon the blackboard, viz. :

Copy the words upon the slate in regular order;
study them from left to right; study them from bot-
tom to top ; study them from right to left ; place the fig-
ure 1 beside the words beginning with a &, 2 beside those
beginning with c, 3 beside those beginning with d, etc.

216 SCHOOL DEVICES.

Thinking of Words.— To afford variety in seat-
work, direct pupils to make on their slates a list of all
words they can think- of that have three letters in
them ; on another day, a list of words having four let-
ters only. The number may be increased, as the pu-
pils advance in knowledge.

Building Up Words.— For pupils in the primary
class write upon the blackboard parts of words as fol-
lows:

all

eat

ell

and

all

eat

ell

and

all

eat

ell

and

all

eat

ell

and

all

eat

all

eat

Direct the class to form words by putting one or
more letters before each part. Other parts of words
will readily occur to the teacher.

Suggestions for Seat-work.— Write short sen-
tences on the blackboard, and require them to be
copied.

Have the Roman letters and numbers of the pages
in the reading-book copied.

Shoe-pegs cost ten cents a quart. They can be easily
colored by soaking them in any of the aniline dyes.
Distribute these to the smallest pupils and let them form
designs, and copy the designs upon their slates. Pu-
pils may also form little arithmetical examples upon
their desks.

Upon pieces of card-board copy examples to be

. -
SEAT-WORK. 217

worked, tables to be filled out, words and sentences
to be copied.

Write a neat little letter upon the blackboard, and
let pupils copy it on their slates.

Take card-board and cut it up into half -inch squares.
Print letters on these squares, and let pupils form
words with these letters. As soon as a word is formed,
it may be copied on the slate.

Place a number of red, blue, and yellow inch squares
of bristol-board in envelopes, and, distributing these,
have children form designs, each following his own
fancy.

Bring in leaves of different shapes, distribute these,
and let children place them on their slates and draw
an outline by tracing around them.

Give pupils geometrical forms cut from card-board,
and let them trace the outlines of these upon their
slates.

Dissected Pictures and Maps.— Another way
in which to interest and keep small children busy is
to take pictures from the illustrated papers, being
careful always that the pictures are meritorious, and
paste them upon pasteboard; then cut the whole into
squares, triangles, etc. Give these parts to the pupil
and let him properly re-arrange them. By using maps
in the same way, considerable knowledge of geography
will be imparted.

Number.— Let the pupil arrange and add such
numbers as will give successively as right-hand figures
1, 2, 3, 4, etc. Thus:

218 SCHOOL DEVICES.

9-7-21 Give 1 as 1 + 11 Give 2 as 2+11 Give 3 as

8 + 3 I right- 9 + 3 ! right- 9+4 I right-

7+4 ( hand 8+4 f hand 8 + 5 f hand

6+5 J figure. 7+5 J figure. 7+6 J figure.

Put tables upon the board like the following, and
let pupils supply answers at their seats :

4+=9 iof 4 =

5x6= i of 12 =

14-9= Jof 8 =

20 -f- =5 fof!2 =

36 — 9= fof 9 =

46 -f- = 7 f of 16 =

7x8= | of 6 =

Direct pupils to write on slates what is necessary to
make a full table.

$10 + $6 = x = 8

9c. + 4c. = + = 7

6 qts. + 9 qts. = — = 11

2 qts. + 3 pts. = -*• = 3

2 yds. + 2 ft. = x = 18

Iqt. +llgal. = +=13

5 in. + li f t. = - = 17

-*-= 6

Illustrated Examples.— Set pupils to making
original examples and illustrating them, or give them
the examples to illustrate ; as, add i, i, i, f , i.

Ans.l|.

SEAT- WORK.

219

If a daisy has 21 leaves
and 9 fall off, how many are
left?

21
9

12 left. Ans. 12.

If a forget-me-not has 6 petals,
how many petals will 5 forget-
me-nots have?

30 petals.

3i = how
many halves ?

OXDODO

Ans. 3£ =

In a house show-
ing eight windows,
with twelve panes
in each window,
how many panes
^$ are seen?

12
8

% panes.

220

SCHOOL DEVICES.

What will a stone wall cost 18 ft. long and 9 ft.
high, at $2.00 a
sq. yd. ?

18 ft. = 6 yds.
9ft. =3 yds.

$2.00
18

18 yds.

$36.00 Ans.

Geography.— Rule the board for the number of
columns desired, and write at the head the subject ; as,
rivers, islands, etc. At the head of each column
write the headings suggested below. One or two ex-
amples may be written out, to give the pupil an idea of
what is desired ; then he can fill the columns to any
length. Below are some suggestions for rivers,
islands, gulfs, bays, etc.

RIVERS.

NAME.

SOURCE.

DIRECTION.

OUTLET.

Kennebec

Moosehead Lake.

South

Atlantic Ocean.

Mississippi

Itasca Lake

South

Gulf of Mexico

ISLANDS.

NAME.

SITUATION.

SURROUNDED BY.

BELONGS TO.

St. Helena

West of Africa

Atlantic Ocean .

England.

SEAT- WORK

ISTHMUSES.

221

NAME.

WHAT CONNECT.

WATERS SEPARATED.

Panama

North America and South
America.

Caribbean Sea and Pacific
Ocean.

GULFS, BAYS, AND SEAS.

NAME.

WHERE.

TRIBUTARY TO.

BY.

Baffin Bay
Red Sea

N. of N. A
N E of Africa..

Atlantic Ocean . .
Indian Ocean

Davis Straits.
Bab-el-Mandeb.

Gulf of Mexico..

S.ofU. S

Atlantic Ocean . .

Florida Straits.

MOUNTAINS.

NAME.

WHERE SITUATED.

HIGHEST PEAK.

White

New Hampshire

Mt. Washington.

LAKES.

NAME.

WHERE SITUATED.

OUTLET.

Erie

Between U. S. and Canada.

Niagara River.

Itasca

Minnesota

Mississippi River.

CAPES, PROMONTORIES, AND PENINSULAS.

NAME.

WHERE.

PROJECTS INTO.

Lower California

West of Mexico

Pacific Ocean.

222 SCHOOL DEVICES.

Anagrams.— A device for seat-work that will be
found both interesting and profitable is the making of
anagrams. Select a word of moderate length made
up about equally of vowels and consonants, and ask
the pupils to form as many new words as possible,
using only a part, or all, of the letters found in the
original word ; forming in the first place words that
begin with the first letter of this word, then those be-
ginning with the second letter.

Blackboard for Lowest Grade.— If you have a
primary department in your school, you should have a
blackboard that will accommodate ten or twelve pupils,
giving about eighteen inches of running space to each
pupil. Have the board low enough for them to reach ;
and if this is not possible, have a platform built so that
the little ones can reach the board, which we here sup-
pose is above wainscoting a yard high. Divide the
board into spaces by painted lines, put an eraser and
crayon at each place, and send your little ones in
groups to this board. Don't fret over them. Let them
alone. If a pupil is disorderly, deprive him of the
privilege of going to the board. When your little ones
are at the board, go on with your other work, and let
them mark away as they want to. All sorts of fan-
tastic drawings will be made. But the rest it gives
the little ones! the rest it gives the teacher! and a
thousand times more than all is the play it gives to
the little folks' imaginations.

Derivatives from Primitive Words. — A valua-
ble drill in spelling can be made by putting exercises
like the following upon the board and directing pu-
pils to form the words at their seats :

SEAT- WORK

223

Make these words end in ing :

Make these end in ed :
awake listen

start point

hop wrap

Add ly to these words:
real true

even hard

hasty general

ill equal

Add en to these words:
short sweet

rot fall

awake bid

rid shake

run

fail

give

forget

fly

dig

knit

shut

swim

win

wring

quit

dance

knot

stay

drop

lag

slam

whole

slow

wide

able

single

separate

angry

pretty

fat

ripe

sharp

flat

eat

forsake

take

length

224 SCHOOL DEVICES.

CHAPTER XII.

DRA WING.

Drawing from Models.— We give herewith illus-
trations of a number of models, with which any
teacher may provide himself, as many of them he
can make, while the rest can he obtained from any
mechanic of ordinary ability at a trifling cost. Begin
with the simplest forms, as the cubes and the other
rectangular solids, placing the model in such a posi-
tion that the lights and shadows will be brought out
sharply. Teach the pupil to regard the form of the
object as made up of these lights and shadows, rather
than direct his attention to an imaginary line bound-
ing the figure. Do not have the outline of these
models drawn, but let the pupil biing out their form
wholly by shading. There are no lines in nature, —
the sharp edge of a cube, on which the light falls
strongly, being only the abrupt termination of a
shadow. More satisfactory results can be obtained
from teaching drawing in this way than from the
ordinary custom of drawing an outline. Do not ex-
pect too much at first; perhaps the pupil has not
been accustomed to look at an object in this way, but
he will soon learn that the only things that give form
to any object are the lights and shadows, after which

DRAWING. 225

he will be prepared to make advancement,— and such
advancement as really advances.

After the model has been copied from one point of
view, change it to other positions in successive lessons.
We have numbered the models, and combinations of
models, to show the order in which they should be
given to a class. We have suggested in the illustra-
tions a few of the combinations which can be used
when the pupil has acquired facility in drawing simple
forms ; but the combinations which any teacher can
form for himself are almost endless. Care should be
taken, however, in combining the simple solids, that
difficulties be presented gradually to the pupil. Make
at each lesson the combinations a little more difficult
to draw.

A Harmful Practice. — Do not allow your pupils
to copy pictures, as those who gain their experience
from this kind of work are usually at a loss to know
what to do when they come to copy directly from
nature.

Drawing from Nature.— When the pupils have
gained facility in copying, in various positions and com-
binations, the models here represented, select for them
simple objects directly from nature, as a jagged rock,
a knotted piece of wood, a branch of a tree, a simple
flower, or fruit of different kinds.

A Concession.— While we regard the plan of
drawing without outlines as the one that will yield the
most satisfactory results, yet, if this plan seems imprac-
ticable to any teacher by reason of not having learned
to use the pencil in that way himself, let outlines be

226

SCHOOL DEVICES.

used ; but encourage the pupil to depend upon them as
little as possible.

Shading.— In the illustrations which are given, but
little attempt has been made at shading, as that could
be represented only by elaborate engraving. To bring
out the full values of the lights and shadows when
copying, let a piece of drab-colored cloth drawn tightly
over a wooden frame be placed behind the model.

DRAWING.

227

228

SCHOOL DEVICES.

12.

DRAWING.

229

230

SCHOOL DEVIOUS.

DRAWING.

231

232

SCHOOL DEVICES.

DRAWING.

233

234

SCHOOL DEVICES.

Designing. — Excellent work in designing can be
done by the following plan: Cut from pasteboard a
number of squares, circles, equilateral triangles, hex-
agons, and even octagons. The squares should be
about two inches on a side, and the circles have the
same length for their diameter. Show pupils that by
placing the pasteboard figures upon tea-paper, and
marking around them with lead-pencil, a block is
formed, which gives them a geometrical basis for a
design. Let the pupils fill in the figures as their in-
vention suggests.

In nearly every toy-shop a little box of French
crayons of different colors can be had for five cents.
With these let pupils color their designs. Color de-
lights a child's eye, and his interest in designing will

DRAWING. 235

be greatly enhanced by the use of these crayons. To
prevent the color from blurring, dissolve a little white
shellac in alcohol, and blow it over the design with an
atomizer. The colors are thus firmly fixed. To incite
interest, pin up the best designs in the schoolroom
where they may be seen by all the school.

236

SCHOOL DEVICES.

The diagrams given below illustrate and suggest the
geometrical bases for designs :

PENMANSHIP AND APPARATUS. 237

CHAPTEE XIH.

PENMANSHIP AND APPARA-
TUS.

Order in which Letters Should be Taught.
— In teaching penmanship the following order in which
the capitals should be taught is one founded upon wide

experience:

^£. In this way all the letters that are simi-
t

larly formed will be taught at once. The following
is the order for small letters: ^ ^ ^ £, ^ -^

/ X
ff' /'//'/?' J^ter ^e l^ers have all been formed,

the teacher should lose no time in building words and
sentences. In the latter the capitals can be taught,
though work with these is much slower than with
small letters. Of course the small letters should be
taught first, and such words as man, etc., should be
written as soon as the single letters forming the words
have been learned.

238 SCHOOL DEVICES.

Suggestions. — In order to secure good results in
penmanship, the boards should be ruled with six lines,
as well as the slates, and the letters formed in proper
proportions. The slates should be furnished by the
school. Thorough inspection and approval of the
work by the teacher are necessary. The children should
be incited to take the utmost pains with the work.
Let it be understood that no one can write who will
not do this. Very soon they will come to have a pride
in their work.

This plan should be used for the first two years.

In the third year the slates and boards should be
ruled, but with the second and fifth lines omitted.
Thorough inspection and approval of all work should
be practised throughout the year. It is specially im-
portant that the pupil do not form two styles of
writing. In doing this his progress is greatly hin-
dered, and much of his previous drill is rendered use-
less. In the second year, practice-paper and lead-
pencils may be used; in the third year, pen and ink.
For ruling a blackboard with the six lines used in
writing, have the lines painted on the board, or use a
frame made of six slats where it is necessary to rule

PENMANSHIP AND APPARATUS. 239

in crayon. A similar frame, on a smaller scale, can
be used for ruling slates. Place this on the slate, and
draw lines with the point of a file or an awl.

As a matter of convenience and economy, add a
little water from time to time to the ink-wells, as the
water in the ink evaporates. If this is not done, the
ink will become too thick.

Insist upon the pupil holding his pen correctly. Ex-
ercise care that the pupil does not copy the same word
a great many times, as he will thus copy his mistakes.

As soon as possible give attention to proper move-
ment in writing. Let the hand slide on the little finger.
Practice this a great deal on trial-paper, making ovals,
curves, etc., with very little shading, if any.

Lead your pupils to keep prominently in mind that
graceful movement makes graceful writing.

Criticism.— In teaching writing, as in many other
branches, criticism is invaluable. Occasionally place
a word or letter on the board, and ask questions about
it. Or take the work of a number of pupils and ask
the class to criticise. In this way their attention will
be brought sharply to any defects that may exist.

Teach pupils to criticise their own work in writing
also, and when they discover a fault to work until the
fault is overcome. The teacher must pass among his
pupils, continually assisting them in this work of
criticism, as their judgments will often be found in-
correct. The formation by the learner of the habit of
criticism is of the highest value in acquiring a fluent
and even handwriting. Constant practice is, of course,
necessary ; but to make this the most effective, there
should be continual comparison of the incorrect with
the correct form.

240 SCHOOL DEVICES.

Primary Writing.— It is of the utmost importance
that the teacher be a good writer before he attempts
to teach the subject. If you are not proficient in this
matter, persevering practice will make you so. The
pupils should work from copies placed upon the board
by the teacher, and not from charts, as there is neces-
sarily a certain stiffness about these. Do not make
the time of practice too long, as the pupils will thus
become wearied and so lose interest. A few moments
twice a day will produce better results than the same
length of time occupied at one sitting.

Charts Adapted to One's Need.— Any teacher
at all apt at drawing or copying may make for him-
self charts to aid in his work. Stout maniUa- paper
may be used, and, if necessary, colored crayons. It is
a fact recognized by all teachers that no text-book is
perfectly adapted to one's work. The teacher, there-
fore, who is progressive seeks to supplement the text-
book. Charts made by himself will stand in good
stead for a part of this supplemental work. Take, for
instance, the subject of arithmetic: examples, prob-
lems, diagrams for teaching mensuration, are some of
the things that may be put upon charts. Then, in his-
tory, plans of battles drawn upon a larger scale, make
movements and positions more prominent. In physi-
ology, in physics, in botany, in astronomy, in book-
keeping, there are often found better diagrams in
other text-books than there are in the text-books
adopted; these, as well as the excellent diagrams in
books not accessible to the class, can be drawn upon
manilla-paper in the way we have suggested above.

It involves too much work, some may object. Yet

PENMANSHIP AND APPARATUS.

241

can it not be said justly that such an outfit ought
rightfully to be expected of the teacher? Take the case
of a carpenter. What is his outfit? A chest of tools,
by no means an inexpensive equipment, and, in ad-
dition, fifteen or twenty dollars a year is required to
make up the loss from wear and tear. Is anything
similar to this required of the average teacher? Has
he any right, therefore, to complain of the work in-
volved in securing for himself an equal equipment?

An Ink-well Filler.— A simple and unequalled ink-

well filler is shown in the accompanying figure. A
stopper is fitted to an ordinary quart ink-bottle, and
through this are passed two pieces of glass tubing, easily
bent in the manner shown in the figure, by heating

242 SCHOOL DEVICES.

them in the flame of an alcohol lamp. To the piece of
tubing reaching nearly to the bottom of the bottle is
attached a piece of quarter-inch rubber tubing, which
can be had at any drug-store. On blowing into the
short tube the ink will be forced out through the rub-
ber tube, and by pinching the rubber tubing near the
end the flow of ink can be stopped at will. If one is
careful in pinching the end, not a particle of ink need
be dropped, and on this account the filler does its work
in a cleanly way. It is only necessary to blow into the
short tube but once to start the flow, as the long tube
acts as a siphon. To stop the flow of ink, lift the
rubber tubing up so that the ink in it will flow back
into the bottle.

A Wash-bottle for Slates.— A wash-bottle may
be made by inserting a piece of sponge into the neck
of a small bottle as a stopper, leaving part of the
sponge without the bottle, which has previously been
filled with water.

A Substitute for Compasses.— Take a piece of
pasteboard or thick paper and make a hole in one end,
and in the other end a number of holes at varying dis-
tances. A pin at one end and the point of a lead-pen-
cil inserted in one of the holes at the other end com-
pletes the substitute.

Selecting a Thermometer. —A thermometer
should be in every schoolroom, and the temperature
kept as near 68° as possible. On windy days, when the
cold is searching, the temperature should be 70°.

In selecting a thermometer, pick out a half-dozen

PENMANSHIP AND APPARATUS. 243

which vary but little from one another. Find the
average temperature of the six, and purchase the one
differing the least from this average. You will then
be likely to secure an instrument that will indicate ap-
proximately correct temperature. It is nearly impos-
sible to get a perfectly accurate instrument at a low
price.

A Cabinet of Productions.— For use in geogra-
phy classes collect and arrange in a case, vegetable and
mineral products, as cotton, flax, vegetable ivory, dif-
ferent woods, coffee berries, indigo, rice in the hull,
mace, cochineal, vanilla, cinchona-bark, saltpetre,
caoutchouc, gypsum, hemp, iron ore, copper ore, lead
ore, graphite, etc. When studying a locality noted
for any of these productions, have them before the
class.

Tracing-stencil.— A stencil that will furnish a
large number of copies of objects, words, etc., in out-
line dots, for pupils to draw, can be made by tracing
the pattern on paper, then with an unthreaded sewing-
machine follow the lines. Place this upon the draw-
ing-paper and rub powdered crayon over the holes
thus formed ; an outline copy in dotted lines will be
found underneath, which the pupil can trace with
pencil. This same plan can be used in numberless
ways that will readily occur to the teacher.

Slating.— Take fine rotten-stone, lamp-black, alco-
hol, and shellac. If this is not practicable, take a
pound of glue and dissolve it in five quarts of water,
add enough lamp-black to make a good body, together
with a small quantity of alcohol.

244 SCHOOL DEVICES.

The Hectograph. — Few teachers recognize the
service which a hectograph may be to them in their
work. Examination questions, test problems, etc.,
suggest the frequent need of such a help.

Any one, with but little trouble, can make one for
himself, which will last for a long time, and prove a
great saving of time and labor. The usual manner of
making is to take two parts of glue and one of glycer-
ine. The glue should be dissolved in water. While the
glue is still hot add the glycerine, and boil until it is of
the proper consistency.

Another plan is to take of glue four parts, glycerine
two parts, barium sulphate, finely powdered, one part
(one part of kaoline may be used instead), water fif-
teen parts. A rectangular tin pan, half an inch deep,
will hold the mixture. Aniline ink should be used.

Colored Crayons.— These can be made from the
white school crayon by boiling in any of the aniline
dyes, dissolved in hot water. The crayons should be
kept from the sunlight, as they fade in it.

BIBLE READINGS. 245

CHAPTER XIV.

BIBLE READINGS.

September— July.

Bible Readings.— It comes very near the truth to
say that the great body of teachers who are called
upon to read some selection of Scripture to their
schools each morning have no collection of passages
marked out, but pick up their readings from morning
to morning in a hurried and desultory way. Observa-
tion testifies that in hundreds of cases blunders are
made and chapters unsuitable for school use are read.

The reading of a chapter in this haphazard way of
selecting can be nothing other than indifferent. And
herein is an opportunity lost ; for there is great influ-
ence and majesty in the Scriptures when read well
and impressively.

The passages here arranged for each day and week
of the school-year have been carefully selected. Ex-
cept in a few instances, where the thought of a chap-
ter would be mutilated by giving a part only, the
readings are short, as readings from the Bible should
be in the schoolroom. The words difficult of pro-
nunciation have been noted, and are correctly marked
under the selection in which they occur.

246 SCHOOL DEVICES.

SEPTEMBER.

FIEST 'WEEK.

MONDAY.

The Gospel of St. John, Oh. 1. 1st to 19th verse.
The Divinity of Christ.

TUESDAY.

St. John, Ch. I. 19th to 35th verse.
John's Testimony of Christ.

Bethabara = Beth'ab'a-ra,

WEDNESDAY.

St. John, Ch. I. 35th verse to end.
Andrew and Peter called.

Bethsaida = Beth'sa'i-da.

THURSDAY.

St. John, Ch. II. 1st to 18th verse.
The Marriage in Cana.

FRIDAY.

St. John, Ch. II. 18th verse to end, and Ch. III. 25th
verse to end.

John testifieth of Christ.

SECOND WEEK.

MONDAY.

St. John, Ch. IV. 1st to 27th verse.

The Samaritan Woman at the Well.

BIBLE READINGS. 247

TUESDAY.

St. John, Ch. IV. 27th to 43d verse.
Christ's Zeal for God's Glory.

WEDNESDAY.

St. John, Ch. IV. 43d verse to end, and to 10th verse
of Ch. 5.

Christ's Healing.

THURSDAY.
St. John, Ch. V. 10th to 39th verse.

Christ declares Himself to the Jews.

FRIDAY.

St. John, Ch. V. 39th verse to end, and to 16th verse
of Ch. VI.

Five Thousand fed with Five Loaves and Two
Fishes.

THIRD WEEK.

MONDAY.
St. John, Ch. VI. 16th to 41st verse.

Christ reproves His Carnal Followers.

TUESDAY.

St. John, Ch. VI. 41st to 66th verse.
The Bread of Life.

WEDNESDAY.

St. John, Ch. VII. 1st to 19th verse.
Christ teaches in the Temple,

248 SCHOOL DEVICES.

THURSDAY.

St. John, Ch. VIII. 12th to 31st verse.
Christ the Light of the World.

FRIDAY.

St. John, Ch. VIII. 42d verse to end.
Keproving the Unbelieving Jews.

FOURTH WEEK.

MONDAY.

St. John, Ch. IX. 1st to 26th verse.
A Blind Man's Sight restored.

TUESDAY.

St. John, Ch. X. 1st to 19th verse.
The Good Shepherd.

WEDNESDAY.

St. John, Ch. X. 19th verse to end.
Christ's Unity with the Father

THURSDAY.

St. John, Ch. XEI. 1st to 9th verse, and 23d to 37th verse.
Anointing Jesus' Feet, and the Father testifieth
of Christ.

Spikenard = Spik'nard.

FRIDAY.

St. John, Ch. XH. 37th verse to end.
Unbelief of the Jews.

Esaias = E-za'yas.

BIBLE BEADINGS. 249

OCTOBER.

FIRST WEEK.

MONDAY.

St. John, Ch. XIII. 1st to 18th verse.
Christ teaches Humility.

TUESDAY.

St. John, Ch. XIII. 18th to 36th versa
Christ foretells His Betrayal.

WEDNESDAY.

St. John, Ch. XIV. 1st to 15th verse.
Promise of the Comforter.

THURSDAY.

St. John, Ch. XV. 1st to 18th verse.
Promise of the Comforter.

FRIDAY.

St. John, Ch. XV. 18th verse to the 8th verse of
Ch. XVI.

Persecution of Disciples foretold.

SECOND WEEK.
MONDAY.

St. John, Ch. XVII. entire.

Christ prays for His Disciples.

250 SCHOOL DEVICES.

TUESDAY.

St. John, Ch. XVIII. 1st to 25th verse.
Judas Betrays Christ.

Malchus = Mal'kus.
Caiphas = Ca'ya-fas.

WEDNESDAY.

St. John, Ch. XVIII. 28th verse to end.
Jesus accused before Pilate.

THURSDAY.

St. John, Ch. XIX. 1st to 25th verse.
Crucifixion of Christ.

Gabbatha = Gab'ba-tha.
Golgotha = Gdl'go-tha.

FRIDAY.

St. John, Ch. XIX. 25th verse to end.
Burial of Christ.

Cleophas = Cle'o-phas.
Magdelene = Mag'da-le'ne.
Aramathea = Ar-a-ma-the'a.

THIRD WEEK.

MONDAY.
St. John, Ch. XX. 1st to 19th verse.

Mary Magdalene comes to the Sepulchre.

TUESDAY.

St. John, Ch. XX. 19th verse to end.
Christ appears to His Disciples.

BIBLE READINGS. 251

WEDNESDAY.

St. John, Ch. XXI. 1st to 15th verse.
Miraculous Draught of Fishes.

THURSDAY.

St. John, Ch. XXI. 15th verse to end,
Christ's Charge to Peter.

FRIDAY.

Acts, Ch. IX. 1st to 10th verse.
Saul's Conversion.

FOURTH "WEEK.
MONDAY.

Acts, Ch. IX. 10th to 23d verse.
Paul preaches at Damascus.

TUESDAY.

Acts, Ch. IX. 23d to 32d verse.

The Jews lie in Wait for PauL

WEDNESDAY.

Acts, Ch. XII. 1st to 20th verse.
An Angel liberates Peter.

THURSDAY.

Acts, Ch. XIII. 42d verse to end.

Paul and Barnabas persecuted.

252 SCHOOL DEVICES.

FRIDAY.
Acts, Oh. XVI. 9th to 25th verse.

Paul converteth Lydia. Paul and Silas im-
prisoned.

NOVEMBER.

FIRST w y.TnK"-

MONDAY.
Acts, Ch. XVI. 25th verse to end.

Paul and Silas released from Prison.

TUESDAY.
Acts, Ch. XVII. 1st to 16th verse.

Paul preached at Thessalonica and Berea.

WEDNESDAY.

Acts, Ch. XVII. 16th to 34th verse.
Paul's Discourse on Mars Hill.

THURSDAY.

Acts, Ch. XIX. 21st verse to end.
The Uproar at Ephesus.

FRIDAY.
Acts, Ch. XX. 16th verse to end.

Paul's Charge to the Elders of Ephesus.

SECOND. WEEK.

MONDAY.
Acts, Ch. XXI. 2d to 20th verse.

Paul's Apprehension in the Temple.

BIBLE READINGS. 253

TUESDAY.

Acts, Oh. XXI. 37th to 22d in XXII.
Paul's Address to the Jews.

WEDNESDAY.

Acts, Oh. XXII. 22d to 12th in XXIII.
Paul pleads his Cause.

THURSDAY.

Acts, Ch. XXIII. 12th verse to end.
Paul sent to Felix.

Lysias = Lish'i-as.
Antipatris = An-tip'a-tris.
Cilicia = Si-lish'i-a.

FRIDAY.

Acts, Ch. XXIV. entire.

Paul's Defence before Felix.

Porcius = Por'shi-us.

THIRD "WEEK.

MONDAY.

Acts, Ch. XXV. 1st to 13th verse,
Paul appeals unto Caesar.

TUESDAY.

Acts, Ch. XXV. 13th verse to end.
Festus declares Paul Innocent.
Bernice = Ber-m'ce.

254 SCHOOL DEVICES.

WEDNESDAY.
Acts, Ch. XXVI. entire.
Paul before Agrippa.

THURSDAY.

Acts, Ch. XXVII. 1st to 27th verse.
Paul's Voyage.

Aristarchus = Ar'is-tarlnis.
Thessalonica = Thes'sa-lo-m'ca.
Pamphylia = Pani phyl'i a.
Lycia = Lish'i-a.

Cnidus = Nfdus.

Lasea = La-se'a.

FRIDAY.

Acts, Ch. XXVII. 27th verse to end.
Paul's Shipwreck.

FOUBTH "WEEK.

MONDAY.

Acts, Ch. XXVIII. 1st to 17th verse.
Paul arrives at Eome.

Melita = Mel'i-ta.
Rhegium = Rhe'gi-um (re7-).
Puteoli = Pu-te'o-li.
Appii = Ap'pi-i.

TUESDAY.
Acts, Ch. XXVIII. 17th verse to end.

Paul commends his Calling to the Romans,
Esaias = E-za/yas.

BIBLE READINGS. 255

WEDNESDAY.
1 Corinthians, Ch. II. entire.

Christ the only Foundation.

THURSDAY.

1 Corinthians, Ch. XIII. entire.
Excellence of Charity.

FRIDAY.

1 Corinthians, Ch. XV. 1st to 24th verse.
Of Christ's Eesurrection.

FIFTH 'WEEK.

MONDAY.

Ephesians, Ch. VI. 1st to 19th verse.
Christ's Armor.

TUESDAY.
Revelation, Ch. IV. entire.

The Throne seen by John.

WEDNESDAY.

Revelation, Ch. V. entire.
The Sealed Book.

THURSDAY.
Revelation, Ch. VI. entire.

The Opening of the Seals.

FRIDAY.

Revelation, Ch. VII. 1st to 4th verse, and 9th to end.
Number of the Sealed.

256 SCHOOL DEVICES.

DECEMBER.

FIRST "WEEK.

MONDAY.

Revelation, Ch. VIII. entire.
Seventh Seal opened.

TUESDAY.

Revelation, Ch. XX. entire.
The Last Judgment.

WEDNESDAY.

Revelation, Ch. XXII. 1st to 15th verse,,
The State of the Redeemed.

THURSDAY.

Psalms, LXXII. 1st to 20th verse.
The Kingdom of Messiah.

FRIDAY.
Psalms, XV. and XVI.

Resurrection of the Messiah.

SECOND WEEK.

MONDAY.

Isaiah, Ch. XXV. 1st to 10th verse.
Blessings of the Gospel.

TUESDAY.

Isaiah, Ch. XL. 1st to the llth verse.
Glad Tidings proclaimed.

BIBLE READINGS. 257

WEDNESDAY.

St. Mark, Ch. X. 13th to 32d verse.
Christ blesses Children.

THURSDAY.

St. Mark, Ch. XI. 1st to 20th verse.
Christ's Entry into Jerusalem.

FRIDAY.

St. Mark, Ch. XI. 20th verse to end.
The Fig-tree cursed.

THIRD WEEK.

MONDAY.

St. Mark, Chap. XII. 1st to 18th verse.
Parable of the Vineyard.

TUESDAY.

St. Mark, Ch. XII. 28th verse to end.
The Great Commandment.

WEDNESDAY.

Isaiah, Ch. LIY. llth verse to end.

Gracious Promise to the Church.

THURSDAY.

Isaiah, Ch. LIV. entire.

Exhortation to Faith and Repentance,

258 SCHOOL DEVICES.

FRIDAY.

Isaiah, Ch. LXI. entire.
Office of Christ.

FOUBTH WEEK.

MONDAY.

Isaiah, Ch. LXIII. 1st to 15th verse and 17th verse
to end.

Christ shows His Power to save.

TUESDAY.

St. Luke, Ch. III. 1st to 19th verse.
John's Testimony of Christ.

Pontius = Pon'shi-us.
Iturea = It'u-re'a.

Trachonitis = Trak'o-nftis.
Lysanias = Ly-sa/nias.
Abilene = AM-le'ne.
Caiaphas = Ca'ya-fas.

WEDNESDAY.
St. Luke, Ch. II. 8th to 21st verse.

Good Tidings brought to the Shepherds.

THURSDAY.
St. Matthew, Ch. II. entire.

The Wise Men worship Christ.

FRIDAY.
St. Matthew, Ch. III. entire.

Preaching of John the Baptist.

BIBLE HEADINGS. 259

JANUARY.

FIRST WEEK.

MONDAY.

St. Matthew, Ch. IV. 1st to 18th verse.
Christ is tempted.

TUESDAY.

St. Matthew, Ch. IV. 18th verse to 13th of Ch. V.
Christ begins His Ministry.

WEDNESDAY.

St. Matthew, Ch. V. 13th to 27th verse.
Part of Sermon on the Mount.

THURSDAY.

St. Matthew, Ch. V. 33d verse to end.
Charity enjoined.

FRIDAY.

St. Matthew, Ch. VI. 1st to 19th verse.
Hypocrisy denounced.

SECOND 'WEEK.

MONDAY.

St. Matthew, Ch. VI. 19th verse to end.
Contentment enjoined.

TUESDAY.
St. Matthew, Ch. VII. 1st to 15th verse.

Faithful Prayer enjoined.

260 SCHOOL DEVICES.

WEDNESDAY.

St. Matthew, Ch. VII. 15th verse to end.
Caution against False Teachers.

THURSDAY.

St. Matthew, Ch. VIII. 1st to 18th verse.
Christ heals many that are Sick.

FRIDAY.

St. Matthew, Ch. VEIL 18th verse to end.
Christ stills a Tempest.

Gergesenes = Grer'ge-senes.

THIRD "WEEK.

MONDAY.

St. Matthew, Ch. IX. 1st to 18th verse.
Christ cures the Palsy.

TUESDAY.

St. Matthew, Ch. IX. 18th verse to end.
The Ruler's Daughter raised.

WEDNESDAY.

St. Matthew, Ch. X. 1st to 16th verse.
The Apostles sent forth.

THURSDAY.

St. Matthew, Ch. X. 16th verse to end.
Christ instructs His Apostles.

BIBLE READINGS. 261

FRIDAY.

St. Matthew, Ch. XI. 1st to 16th verse.
John's Message to Christ.

FOTTKTH WEEK.

MONDAY.

St. Matthew, Ch. XI. 16th verse to end.
Chorazin and Bethsaida denounced.
Chorazin = Ko-ra'zin.
Bethsaida = Beth'sa'i-da.

TUESDAY.

St. Matthew, Ch. XII. 1st to 14th verse.
Christ Lord of the Sabbath.

WEDNESDAY.

St. Matthew, Ch. XII. 14th to 38th verse.
Christ vindicates His Ministry.

Beelzebub = Be-el'ze-bub.

THURSDAY.

St. Matthew, Ch. XII. 46th verse to 10th verse ol Ch.
XIII.

Parable of the Sower.

FRIDAY.

St. Matthew, Ch. XIII. 10th to 24th verse.
Explanation of the Parable.

262 SGHOOL DEVICES.

FEBRUARY.

FIRST "WEEK.

MONDAY

St. Matthew, Ch. XIII. 24th to 36th verse.

Parables representing the Kingdom of Heaven.

TUESDAY.

St. Matthew, Ch. XIII. 36th to 47th verse.

Parables representing the Kingdom of Heaven.

WEDNESDAY.

St. Matthew, Ch. XIII. 47th verse to end.
The Galileans despise Christ.

THURSDAY.

St. Matthew, Ch. XIV. 1st to 22d verse.
John the Baptist beheaded.

FRIDAY.

St. Matthew, Ch. XIV. 22d verse to end.
Christ walks upon the Sea.

SECOND WEEK.

MONDAY.

St. Matthew, Ch. XV. 21st verse to end.
Christ heals Great Multitudes.

BIBLE HEADINGS. 263

TUESDAY.

St. Matthew, Ch. XVI. 1st to 13th verse.
The Pharisees require a Sign.

WEDNESDAY.

St. Matthew, Ch. XVI. 13th verse to end.
Christ foretells His Death.

THURSDAY.

St. Matthew, Ch. XVII. 1st to 14th verse.
The Transfiguration of Christ.

FRIDAY.

St. Matthew, Ch. XVII. 14th verse to end.
The Tribute Money.

THIBD "WEEK.

MONDAY.

St. Matthew, Ch, XVIII. 1st to 21st versa
Humility taught.

TUESDAY.

St. Matthew, Ch. XVIII. 21st verse to end,
The Unforgiving Servant.

WEDNESDAY.

St. Matthew, Ch. XIX. 13th verse to end.
How to obtain Everlasting Life.

264 SCHOOL DEVICES.

THURSDAY.

St. Matthew, Ch. XX. 1st to 17th verse.
Laborers in the Vineyard.

FRIDAY.

St. Matthew, Ch. XX. 17th verse to end.
The Disciples taught to be Lowly.

POFKTH "WEEK.

MONDAY.

St. Matthew, Ch. XXT 12th to 28th verse.

Buyers and Sellers driven out of the Temple.

TUESDAY.

St. Matthew, Ch. XXI. 33d verse to end.
The Wicked Husbandmen.

WEDNESDAY.

St. Matthew, Ch. XXII. 1st to 23d verse.
Parable of the Marriage Feast.

THURSDAY.

St. Matthew, Ch. XXII. 34th verse to 13th verse of
Ch. XXIII.

Hypocrisy denounced.

FRIDAY.

St. Matthew, Ch. XXIII. 13th to 27th verse.
The Pharisees denounced.

BIBLE HEADINGS. 265

MARCH.

FIRST "WEEK.

MONDAY.

St. Matthew, Ch. XXIII. 27th verse to end.
Pharisees denounced.

Barachias = Bar'a-chi'as.

TUESDAY.

St. Matthew, Ch. XXIV. 1st to 15th verse, and 23d to
32d.

Destruction of the Temple foretold.

WEDNESDAY.

St. Matthew, Ch. XXIV. 32d verse to end.
The Sign of Christ's Coming.

THURSDAY.

St. Matthew, Ch. XXV. 1st to 14th verse.
Parable of the Ten Virgins.

FRIDAY.

St. Matthew, Ch. XXV. 14th to 31st verse.
Parable of the Talents.

SECOND "WEEK.

MONDAY.

St. Matthew, Ch. XXV. 31st verse to end.
Of the Last Judgment.

266 SCHOOL DEVICES.

TUESDAY.

St. Matthew, Ch. XXVI. 1st to 20tn verse.
The Rulers conspire against Christ.

WEDNESDAY.

St. Matthew, Ch. XXVI. 20th to 36th verse.
The Passover.

THURSDAY.

St. Matthew, Ch. XXVI. 36th to 57th verse.
Judas betrays Christ.

FRIDAY.

St. Matthew, Ch. XXVI. 57th verse to end.
Christ accused before Caiaphas.
Caiaphas = Ca/ya-fas.

THIBD "WEEK.

MONDAY.

St. Matthew, Ch. XXVII. 1st to 27th versa
Christ delivered bound to Pilate.
Pontius = Pon'shi-us.

TUESDAY.

St. Matthew, Ch. XXVII. 27th to 45th verse.
Christ crucified.

Cyrene = Cy-re'ne.
Golgotha = Gol'go-tha.

BIBLE READINGS. 267

WEDNESDAY.

St. Matthew, Ch. XXVII. 45th verse to end.
The Burial of Christ.

Sabachthani = Sa'bak-tha/m.
Magdalene = Mag'da-le'ne.

THURSDAY.

St. Matthew, Ch. XXVIII. entire.
The Resurrection.

FRIDAY.

Jeremiah, Ch. XVII. 9th verse to end.
The Sabbath to be hallowed.

FOUKTH WEEK.

MONDAY.

Genesis, Ch. I. 1st to 20th verse.
The Creation.

TUESDAY.

Genesis, Ch. I. 20th verse to end.
The Creation continued.

WEDNESDAY.
Genesis, Ch. II. 1st to 18th verse.

The First Sabbath and the Garden of Eden.
Pison = Pi'son.
Havilah = Hav'i-lah.
Bdellium = Del'yum.
Onyx = O'nyx.
Hiddekel - Hid'de-kel.

208 SCHOOL DEVIGES.

THURSDAY.

Genesis, Ch. VI. 5th verse to end.
The Cause of the Flood.

FRIDAY.

Genesis, Ch. VII. llth verse to end.
The Flood.

FIFTH 'WEEK.

MONDAY.

Genesis, Ch. VIII. 1st to 15th verse.
The Waters assuage.

TUESDAY.

Genesis, Ch. XXXVII. 5th to 23d verse.
Joseph's Two Dreams.

WEDNESDAY.

Genesis, Ch. XXXVII. 23d verse to end.
Joseph sold as a Slave.

THURSDAY.

Deuteronomy, Ch. XXXIV. entire.

Moses views the Promised Land.

FRIDAY.

Joshua, Ch. I. 1st to 12th verse.
Joshua succeeds Moses.

BIBLE READINGS. 269

APRIL.

FIRST "WEEK.

MONDAY.
Psalms I. and II.

Happiness of the Godly. The Kingdom of Christ.

TUESDAY.
Psalm V.

David's Prayer for Guidance.

WEDNESDAY.
Psalm VIII.

God's Love to Man.

THURSDAY.
Psalm XVIII. 1st to 22d verse.

Thanksgiving for Blessings.

FRIDAY.
Psalm XIX.

Excellency of God's Laws.

SECOND "WEEK.

MONDAY.

Psalms XXIII. and XXIV.

The Sovereignty of God.

TUESDAY.
Psalm XXV.

Prayer for Help in Affliction.

270 SCHOOL DEVICES.

WEDNESDAY.
Psalin XXVII.

David's Faith in God's Protection.

THURSDAY.
Psalm XXXIII.

God's Goodness.

FRIDAY.
Psalm XXXIV.

They are Blessed who trust in God.

THIKD "WEEK.

MONDAY.
Job, Ch. XXVIII. entire.

The Excellency of Wisdom.

TUESDAY.
Job, Ch. XXXVII. 1st to 24th verse.

God to be feared for His Great Works.

WEDNESDAY.

Job, Ch. XXXVIII. 1st to 19th, omitting 8th verse.
God convinceth Job of Ignorance.

THURSDAY.

1 Samuel, Ch. XVII. 1st to 12th verse.
Goliath defies Israel.

Shochoh = ShoTioh.

Ephes-dammim = E'phes-dam'mim.
Philistines = Phi-Hs'tmes.

BIBLE HEADINGS.' 271

FRIDAY.

I Samuel, Ch. XVII. 12th to 32d verse.
David comes to Camp.

Ephrathite = Eph'rath-ite.
Abinadab = A-bin'a-dab.

FOURTH "WEEK.

MONDAY.

1 Samuel, Ch. XVII. 32d to 55th, omitting 52d and 53d.
David kills Goliath.

TUESDAY.

1 Samuel, Ch. XVII. 55th to 17th verse of Ch. XVIII.
Jonathan loves David.

WEDNESDAY.

1 Samuel, Ch. XIX. 1st to 13th verse.
David escapes from Saul.

THURSDAY.

1 Samuel, Ch. XX. 1st to 24th verse.

Jonathan's Covenant with David.
Naioth = Na/yoth.

FRIDAY.

1 Samuel, Ch. XX. 24th verse to end, omitting last
clause of 30th verse. %

Saul seeks to kill Jonathan.

272 SCHOOL DEVICES.

MAY.

FUEST "WEEK.

MONDAY.

2 Samuel, Ch. I. 1st to 13th verse.
Tidings of Saul's Death.

Amalekites = Am'a-lek-ites.

TUESDAY.

2 Samuel, Ch. I. 13th verse to end.

David's Lamentation for Saul and Jonathan.
Askelon = AsTse-lon.

WEDNESDAY.

2 Samuel, Ch. XXII. 1st to 23d verse.

David's Thanksgiving for Deliverance.

THURSDAY.

1 Chronicles, Ch. XXII. 1st to llth verse.

David's Charge to Solomon,

FRIDAY.

2 Chronicles, Ch. n. entire.

The Building of the Temple.

SECOND "WEEK.

MONDAY.

2 Chronicles, Ch. VI. 12th to 28th and 36th to end.
Solomon's Prayer at the Dedication.

BIBLE READINGS. 273

TUESDAY.

1 Kings, Oh. X. 1st to 24th verse.
The Queen of Sheba's Visit.

WEDNESDAY.

1 Kings, Oh. XVII. entire.
Elijah fed hy Eavens.

Tishbite = Tishlrite.
Cherith = Ke'rith.
Zarephath = Zar'e-phath.

THURSDAY.
Proverbs, Oh. II. entire.

Of the Excellency of Wisdom.

FRIDAY.

Proverbs, Oh. III. 13th verse to end.
Benefits of Wisdom.

THIBD WEEK.

MONDAY.

Proverbs, Oh. IV. 1st to 19th verse.
Obedience exhorted.

TUESDAY.

Proverbs, Oh. VI. 1st to 23d verse.
Things Hateful to God.

WEDNESDAY.

Proverbs, Ob. VIII. 1st to 21st and 32d to end.
The Invitation of Wisdom.

274 SCHOOL DEVICES.

THURSDAY.

Ecclesiastes, Ch. I. entire.

All Things below are Vain.

FRIDAY.

Ecclesiastes, Ch. II. 1st to 18th verse.
Vanity of Human Courses.

FOURTH "WEEK.

MONDAY.

Ecclesiastes, Ch. m entire.
Changes in Man's Life.

TUESDAY.

Ecclesiastes, Ch. IX. 1st to 7th and llth to end.
Like Things happen to Good and Bad.

WEDNESDAY.

Ecclesiastes, Ch. XI. omitting 5th verse.
Death to be remembered in Life.

THURSDAY.

Ecclesiastes, Ch. XII. entire.

The Creator to be remembered in Youth.

FRIDAY.
Psalm XXXVII. 1st to 23d verse.

The Happy State of the Godly.

BIBLE READINGS. 275

FIFTH "WEEK.

MONDAY.

Psalm XXXVII. 23d verse to end.
The Happy State of the Godly.

TUESDAY.
Psalm XL. entire.

Benefit of Trusting in God.

WEDNESDAY.
Psalm XLVI. entire.

Confidence of the Church in God.

THURSDAY.
Psalm LI. entire.

David's Prayer for Forgiveness.

FRIDAY.
Psalm LXV. entire.

Infinite Power and Goodness of God0

JUNE.

FIKST WEEK.

MONDAY.

Psalm XC.

A Prayer of Moses.

TUESDAY.
Psalm CHI. entire.

Exhortation to Bless God.

276 SCHOOL DEVICES.

WEDNESDAY.
Daniel, Ch. III. 1st to 19th verse.

Nebuchadnezzar sets up an Image.
Shadraeh = Sha'drach.
Meshach = Me'shak.
Abed-nego = A-bed'ne-go.

THURSDAY.

Daniel, Ch. HI. 19th verse to end.
Cast into the Fiery Furnace.

FRIDAY.

Daniel, Ch. IV. 1st to 19th verse.
Nebuchadnezzar's Dream.

Belshazzar = Bel-shaz'zar.

SECOND "WEEK.

MONDAY.

Daniel, Ch. IV. 19th verse to end.
Daniel interprets the Dream.

TUESDAY.

Daniel, Ch. Y. 1st to 17th verse.
Belshazzar's Impious Feast.

WEDNESDAY.
Daniel, Ch. V. 17th verse to end.

The Handwriting on the Wall.

THURSDAY.
Daniel, Ch. VI. 1st to 18th verse.

Daniel cast into a Den of Lions.
Darius = Da-rfus.

BIBLE HEADINGS. 277

FRIDAY.

Daniel, Ch. VI. 18th verse to end.
Daniel rescued.

THIRD "WEEK.

MONDAY.

St. Mark, Ch. XIII. 1st to 14th verse.
Destruction of Temple foretold.

TUESDAY.

St. Mark, Ch. XIII. 24th verse to end.
Signs of Christ's coming.

WEDNESDAY,

St. Mark, Ch. XIV. 1st to 17th verse.
A Conspiracy against Christ.

THURSDAY.

Psalms, CXXIL, CXXIIL, and CXXV.
Trust in God.

FRIDAY.

Proverbs, Ch. XXII., 17th verse to end.
Moral Excellencies.

FOURTH WEEK.

MONDAY.

Daniel, Oh. XII., 17th verse to end.
Final Deliverance.

- t-»-\r \

278 SCHOOL DEVICES.

TUESDAY.
Psalm CXVI. entire.

The Psalmist praises God.

WEDNESDAY.
Psalm CXVIII. entire.

Exhortation to praise God for His Mercies.

THURSDAY.

Psalms CXX. and CXXI.
Trust in God.

FRIDAY.
Psalms CXXXVII. and CXXXVIII.

Of the Captivity, and Truth of God's Word.

JULY.

FIBST "WEEK.

MONDAY.
Proverbs, Ch. XX. 1st to 23d verse.

Moral Excellencies and their Opposites.

TUESDAY.
Proverbs, Ch. XXII. 1st to 17th verse.

Moral Excellencies and their Opposites.

WEDNESDAY.
Proverbs, Ch. XXIV. entire.

Moral Excellencies and their Opposites.

INDEX.

Addition, detecting incorrect answers in, p. 100
Adding 3, 7, and 11, oral practice in, 97
Addition, rapid, 99

" " by sums of ten, 102

Anagrams, 222
Apparatus:

simple piece of, for teaching primary Number, 88

chart for teaching Fractions, 111

charts adapted to one's need, 240

ink-well filler, 241

wash-bottle for slates, 242

substitute for compasses, 242

selecting a thermometer, 242

cabinet of productions, 243

tracing-stencils, 243

dissected pictures and maps, 217

scrap-box, 178

slating, 243

hectograph, 244

colored crayons, 244
AKITHMETIC, 85

begin Number with objects, 85

teach principles first, 85 [86

plan for presenting the essential topics of written work in,

scheme for teaching first three orders of units, 88

280 INDEX.

Arithmetic— Continued.

Numeration, 93

drill with decades, 94

counting by 2's, 3's, etc., 96

oral practice in adding and subtracting 3, 7, and 11, 97

borrowing in subtraction, 97

drill by diagrams, 81

rapid addition, 99

drill in fundamental rules — device for busy teachers, 99

device to detect incorrect answers in Addition, 100

device for teaching Multiplication, 100

drill in rapid calculation, 100

to prevent learning tables by rote, 101

rapid addition by sums of ten, 102

value of zero in Multiplication, 102

rapid slate- work in, 104

mental drill in Number, 105

teach Long Division before Short, 106

facts of value in G. C. D, and L. C. M., 109

diagrams for teaching Fractions, 109

chart " " " 111

multiplication of Fractions, 113

incorrect reading of certain fractions, 113

aid in learning to read Decimals, 113

development lesson in Multiplication of Decimals, 114

writing Decimals, 116

teaching tables of Weights and Measures, 117 to 123

giving steps in solution of problems, 123

teaching Percentage, 125

drill for " 128

examples in words should be given frequently, 128

aids in Interest, 128-129

form for Partial Payments, 130

explanation of Cube Root by blocks, 130
Beginning school, 144

INDEX. 281

BIBLE READINGS, 245

Blackboards, for lowest grade, 222

Bulletin-board, 168

Capitals, device for use of, 19

Civil Government, topical outline for teaching, 199

Comparison, idea how to compare, 157

exercise in, 159
Composition:

work for beginners, 13

easy exercise in, 15

from pictures, 15

plan for oral, 15

reproduction exercises from memory, 20

plan required in, 21

subjects that exercise the imagination, 21

local subjects for, 23

choice of words, 23

order of criticism, 24

rapid correction of, 25

folding and riling of, 26

assigning a subject, 26

character sketches, 26
Debating club, 169

exercises, 16
Decimals, aid in learning to read, 113

development lesson in multiplication of, 114
writing, 116
Decades, drill with, 94
Decoration, school-room, 170
Dictation, exercises for second and third years, 66
Discipline, consultation over case of, 177

upon, 146

Division, teach Long before Short, 106
DRAWING, 224

from models, 224

harmful practice, 225

282 INDEX.

Drawing — Continued.
from Nature, 225
a concession, 225
shading, 226
designing, 234
Examinations, graphic, 166

model for, in geography, 60
Exercises, Closing, 172
Fractions, diagrams for teaching, 109
chart " " 111
multiplication of, 113
incorrect reading of certain, 113
Geographical, location, 48
outline, 48
sketching, 49
story, 49
game, 49
guessing, 58
tracing, 58
GEOGRAPHY, 42

order of topics for studying grand divisions, 42
foundation work in, 43
longitude and latitude, 43
how to vary a lesson in, 47
quiz, 48
match, 49

locating productions, 50
first map, 51
study of N. America, 51
how to mould, 53
normal lesson in, 54
productien map, 57
zigzag journeys, 58
a means of culture, 59
seat-work in, 220
Gymnastics, 153

INDEX. 283

Hectograph, 244
HISTORY, 180

outline for teaching U. S., 180

value of geography in teaching, 187

plan of recitation in, 188

first things in U. 8., 189

"Yes" and "No " game in, 191

use of poems in, 191

supplementary work in, 192

teaching, 193

preparing written papers, 195

dates in, 195

administration of Presidents, 197

drawing in, 197

civil government, 197

English sovereigns, 198
Interest, aids in, 128 and 129
Journeys, zigzag in geography, 58

Kingdoms, animal, vegetable, and mineral, exercises in, 161
LANGUAGE, 9

mind pictures, 9

preparing pictures for work in, 10

supplying proper word, 10

supplying missing pronoun, 11
verb, 11

weekly plan of work, 12

proper form of writing ordinals, 12

correcting bad English, 12

word- developing, 14

debating exercises, 16

equivalent forms of expression, 18

papers written from recitation notes, 18

written reproductions from memory, 20

illustrative syntax, 20
Letter-writing, 16

284 INDEX.

Letter-writing— Continued.

matter for, 17

form of business, 18

letter upon blackboard by class, 23

drill upon forms of, 36
Map-drawing frequent, 54
Map, first, 51

production, 42
Multiplication, device in teaching, 100

value of zero in, 102
Moulding, how to, 53
Numeration, 93
Observation, test of quick, 169
Ordinals, proper form of writing, 12
OUTSIDE THE SCHOOL-ROOM, 174

the parents, 174

the noon recess, 175

teach the constellations, 175

consultation over a case of discipline, 177

suggestion for the noon intermission, 177

scrap-box, 178

scrap-book, 179
PENMANSHIP, 237

order of teaching letters, 237

suggestions, 238

criticism, 239

primary writing, 240
PERSONAL SUGGESTIONS, 132

preparation of work, 132

assisting pupils, 133

teacher's note-book, 134

ten rules for losing control of a school, 134
class management, 135

criticism, 136

language of the teacher, 137

INDEX. 285

PERSONAL SUGGESTIONS— Continued.

points relative to recitations, 137

creating doubt, 138

on explanation, 139

using a new word, 139

questioning, 139

expostulation, 141

don'ts, 141

Partial Payments, form for, 130
Percentage, drill for, 128
teaching, 125
Pictures, preparation of, 10

compositions from, 15
Productions, cabinet of, 243

locating, 50
Production -map, 57
Punishments, 147
PHYSIOLOGY, 200

practical, 200

development lesson in, 201

to prepare a drop of blood for microscope, 206

outline of foods, 206

to show process of osmosis in liquids, 207

" " " " " " gases, 208

to illustrate Keflex- action, 207

"' " congestion, 20&

to show motions of cilia, 209

to show circulation, 209

action of the heart, 209

structure of the lungs, 210

to show presence of carbonrc acid, 210

structure of the heart, 210

to diagram blind spot in eye, 210

dissection of a cat or a rabbit, 211

286 INDEX.

Questioning, 167 and 139
Quotations, locating, 41
READING, 74

to create sentiment against poor, 74

suggestions on, 74

primary reading lesson, 75

device for teaching a new word, 76

suggesting for words, 76

other points on, 79

how to vary lesson in, 80

helps in, 81

drill for expression, 83

drill upon words often mispronounced, 83 [84

drill upon words alike in form, but different in meaning,
Receptions, suggestions about, 171
Recess, the noon, 175 and 177
Recitations, dull, 113 and 162

points relative to, 137
Reflex-action, to illustrate, 207
Reviews, necessity of, 165
SCHOOL-ROOM SUGGESTIONS, 144

seating pupils, 144

beginning school, 144

putting back, 146

upon discipline, 146

punishments, 147

whispering, 147

tardiness, 148

rest periods, 151

ventilation, 152

lighting, 153

gymnastics, 153

general information, 156

to give idea how to compare, 157 to 159

INDEX. 287

Schoolroom Suggestions— Continued.

query-box, 159

when visitors come, 160

the three kingdoms, 161

dull recitations, 162

a school log-book, 162

alternating studies, 163

quiet periods, 163

division of class, 163

to get answer from each pupil of a large class, 164

a school diary, 164

time given for questioning, 164

original examples and illustrations, 165

repetition, 165

reviews, necessity of, 165

graphic examinations, 166

value of an object, 166

error-box, 167

questioning, 167

pupils to keep a note- book, 168

bulletin-board, 168

reporting exercise, 168

test of quick observation, 169

debating club, 169
SEAT- WORK, 215

what is gained by, 215

copying reading lessons, 215

in reading, 215

thinking of words, 216

building up words, 216

suggestions for, 216

dissected pictures and maps, 217

Number, 217

illustrated examples, 218

in geography, :

OF THE

UNIVERSITY

288 INDEX.

Seat-work— Continued.

anagrams, 222

blackboard for lowest grade, 222

derivatives from primitive words, 222
Slating, 243
SPELLING, 62

accuracy in, 62

phrase-spelling, 62

spelling-book made by pupil, 63

avoid contrasting misspelled words with correct form, 63

lessons should be written, 64

test outside the spelling-book, 64 [65

child best learns to spell a word when he wishes to use it.

sketch objects for use in, 65

dictation exercises for second and third years, 66

division of work in, 69

two classes of words, 69

and punctuation by copying, 69

monthly review, 70

ways of examining lessons, 71

special exercise for variety, 71

occasional drill in, 73

difficult or perplexing words, 73
Subtraction, borrowing in, 97
Surnames, 34
Syntax, illustrative, 27
Tables, to prevent learning by rote, 101
Tardiness, 148
Time of day, teaching, 76
Ventilation, 152

Verb, building up conjugation of, 29
infinitive mood, 31
use of shall and will, 31
lessons on agreement of, 37
Visitors, 160

INDEX. 289

Weights and measures, teaching tables of, 117 to 123
Whispering, 147
Word-developing, 14
Words, building up, 216

changing, 35

choice of, 23 and 36

drivatives from primitive, 222

of interesting derivation, 33

substituting, 34

suggesting for, 76
Writing, primary, 240

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Aliens Mind Studies for Young Teach-

. ERS. By JEROME ALLEN, Ph.D., Associate Editor of the
SCHOOL JOURNAL, Prof, of Pedagogy, Univ. of City of
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There are many teachers who
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JEROME ALLEN, Ph.D., Associate Editor Poetical illustrations. It will
of the Journal and institute. aid the teacher in his daily work
in dealing with mental facts and states.

To most teachers psychology seems to be dry. This book shows
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in others what we do not first know in ourselves. " This is the
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appreciate this feature of " Mind Studies."
ITS CONTENTS.

CHAP.

II.
III.
IV.

VI.
VII.
VIII.

IX.
X.

XI.

How to Study Mind.

Some Facts in Mind Growth.

Development.

Mind Incentives.

A few Fundamental Principles

Settled.

Temperaments.
Training of the Senses.
Attention.
Perception.
Abstraction.
Faculties used in Abstract

Thinking.

CHAP.
XII.

XIII.

XIV.

XV.

XVI.

XVII.

XVIII.
XIX.

XX.
XX

From the Subjective to the

Conceptive.
The Will.

Diseases of the Will.
Kinds of Memory.
The Sensibilities.
Relation of the Sensibilities

to the Will.

Training of the Sensibilities.
Relation of the Sensibilities

to Morality.
The Imagination.
Imagination in its Maturity.
Education of the Moral Sense.

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A Manual of the School Laws of N. Y. State. By CHARLES T. POOLER,
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Brownings Educational Theories.

By OSCAR BROWNING, M.A., of King's College, Cambridge,
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This work has been before the public some time, and for a
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analysis; (3) a very full new index; (4) also an appendix on
"Froebel," and the "American Common School."

OUTLINE OF CONTENTS.

I. Education among the Greeks—Music and Gymnastic Theo-
ries of Plato and Aristotle; II. Roman Education — Oratory; III.
Humanistic Education; IV. The Realists — Ratich and Comenius;
V. The Naturalists — Rabelais and Montaigne; VI. English
Humorists and Realists — Roger Ascham and John Milton; VII.
Locke; VIII. Jesuits and Jansenists ; IX. Rousseau; X. Pes-
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School.

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Calkins Ear and Voice Training by

MEANS OF ELEMENTARY SOUNDS OF LANGUAGE. By N. A.
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An idea of the character of this work may be had by the fol-
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11 The common existence of abnormal sense perception among school
children is a serious obstacle in teaching. This condition, is most

obvious in the defective perceptions
of sounds and forms. It may be
seen in the faulty articulations in
speaking and reading ; in the ina-
bility to distinguish musical sounds
readily ; also in the common mis-
takes made in hearing what is
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" Careful observation and long
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" How to give this training so as
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Much depends upon the manner of
presenting the sounds of our language to pupils, whether or not the
results shall be the development in sound-perceptions that will train
the ear and voice to habits of distinctness and accuracy in speaking and
reading.

" The methods of teaching given in this book are the results of an
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ing, and cause them to know the sounds of our language in a manner
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SUPT. N. A. CALKINS.

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Curries Early Education.

" The Principles and Practice of Early and Infant School
Education." By JAMES CURRIE, A. M., Prin. Church of
Scotland Training College, Edinburgh. Author of
" Common School Education," etc. With an introduction
by Clarence E. Meleney, A. M. , Supt. Schools, Paterson,
N. J. Bound in blue cloth, gold, 16mo, 290 pp. Price,
$1.25 ; to teachers, $1.00 ; by mail, 8 cents extra.

WHY THIS BOOK IS VALUABLE.

1. -Pestalozzi gave New England its educational supremacy.
The Pestalozzian wave struck this country more than forty

years ago, and produced a mighty shock. It set New Eng-
land to thinking. Horace Mann became eloquent to help on
the change, and went up and down Massachusetts, urging hi
earnest tones the change proposed by the Swiss educator.
What gave New England its educational supremacy was its
reception of Pestalozzi's doctrines. Page, Philbrick, Barnard
were all his disciples.

2. It is the work of one of the best expounders of Pes-
talozzi.

Forty years ago there was an upheaval in education. Pes-
talozzi's words were acting like yeast upon educators ; thou-
sands had been to visit his schools at Yverdun, and on their
return to their own lands had reported the wonderful scenes
they had witnessed. Rev. James Currie comprehended the
movement, and sought to introduce it. Grasping the ideas of
this great teacher, he spread them in Scotland ; but that
country was not elastic and receptive. Still, Mr. Currie's
presentation of them wrought a great change, and he is to be
reckoned as the most powerful exponent of the new ideas in
Scotland. Hence this book, which contains them, must be
considered as a treasure by the educator.

3. This volume is really a Manual of Principles of Teaching.
It exhibits enough of the principles to make the teacher

intelligent in her practice. Most manuals give details, but no
foundation principles. The first part lays a psychological
basis — the only one there is for the teacher ; and this is done
in a simple and concise way. He declares emphatically that
teaching cannot be learned empirically. That is, that one can-
not watch a teacher and see how he does it, and then, imitat-
ing, claim to be a teacher. The principles must be learned.

4. It is a Manual of Practice in^ Teaching.

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It discusses the subjects of Number, Object Lessons, Color,
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the teacher.

5. It points out the characteristics of Lesson-Giving — or
Good Teaching.

The language of the teacher, the tone of voice, the question-
ing needed, the sympathy with the class, the cheerfulness
needed, the patience, the self-possession, the animation, the
decorum, the discipline, are all discussed, This latter term is
denned, and it needs to be, for most teachers use it to cover
all reasons for doing — it is for " discipline" they do every-
thing.

6. It discusses the motives to be used in teaching.

Any one who can throw light here will be listened to ; Mr.
Currie has done this admirably. He puts (1) Activity, (2)
Love, (3) Social Relation, as the three main motives. Rewards
and Punishments, Bribery, etc., are here well treated. The
author was evidently a man " ahead of his times ;" every-
where we see the spirit of a humane man ; he is a lover of
children, a student of childhood, a deep thinker on subjects
that seem very easy to the pretentious pedagogue.

7. The book has an admirable introduction,

By Supt. Meleney, of Paterson, N. J., a disciple of the New
Education, and one of the most promising of the new style of
educators that are coming to the front in these days. Taking
it all together, it is a volume that well deserves wonderful
popularity.

Adopted by the Chautauqua Teachers' Reading Union.

Philadelphia Teacher.—" It is a volume that every primary teacher
should study."

Boston Common School Education.—" It will prove a great boon to
thousands of earnest teachers."

Virginia Educational Journal.—" Mr. Currie has long been esteemed
by educators."

Central School Journal.— " Books like this cannot but hasten the
flay for a better valuation of childhood."

Horth Carolina School Teacher.— "An interesting and timely book."

FOR READING CIRCLES.

" Payne's Lectures " is pre-eminently THE book for Reading
Circles. It has already been adopted by the New York, Ohio,
Philadelphia, New Jersey, Illinois, Colorado, and Chautauqua
Circles, besides many in counties and cities. Remember that
our edition is far superior* to any other published.

i§ENb ALL ORDERS *5

L. KELLOGG & CO., NEW YORK & CHICAGO.

Dewey's How to Teach Manners in the

SCHOOL-ROOM. By Mrs. JULIA M. DEWEY, Principal of the
Normal School at Lowell, Mass., formerly Supt. of Schools
at Hoosick Falls, N. Y. Cloth, 16mo, 104 pp. Price, 50
cents; to teachers, 40 cents; by mail, 5 cents extra.

Many teachers consider the manners of a pupil of little impor-
tance so long as he is industrious. But the boys and girls are to
be fathers and mothers; some of the boys will stand in places of
importance as professional men, and they will carry the mark of
ill-breeding all their lives. Manners can be taught in the schopl-
roonj: they render the school-room more attractive; they banish
tendencies to misbehavior. In this volume Mrs. Dewey has shown
how manners can be taught. The method is to present some fact
of deportment, and then lead the children to discuss its bearings;
thus they learn why good manners are to be learned and practised.
The printing and binding are exceedingly neat and attractive."

OUTLINE OF

Introduction.

General Directions.

Special Directions to Teachers.

LESSONS ON MANNERS FOR YOUNGEST

PUPILS.
Lessons on Manners — Second Two

Years.
Manners in School— First Two Years.

Second
Manners at Home— First

u Second

Manners in Public— First
"• Second

CONTENTS.

Table Manners— First Two Years.

Second "
LESSONS ON MANNERS FOR ADVANCED

PUPILS.

Manners in School.
Personal Habits.
Manners in Public.
Table Manners.
Manners in Society.
Miscellaneous Items.
Practical Training in Manners.
Suggestive Stories, Fables, Anec-
dotes, and Poems.
Memory Gems.

Central School Journal.— " It furnishes illustrative lessons."
Texas School Journal. — " They (the pupils) will carry the mark of ill-
breeding all their lives (unless taught otherwise)."

Pacific Ed. Journal.—" Principles are enforced by anecdote and conver-
sation."

Teacher's Exponent.—" We believe such a book will be very welcome."
National Educator.— " Common-sense suggestions."
Ohio Ed. Monthly.—" Teachers would do well to get it."
Nebraska Teacher.—" Many teachers consider manners of little im-
portance, but some of the boys will stand in places of importance."
School Educator. — "The spirit of the author is commendable."
School Herald.—" These lessons are full of suggestions."
Va. School Journal. — "Lessons furnished in a delightful style."
Miss. Teacher.—" The best presentation we have seen."
Ed. Courant. — " It is simple, straightforward, and plain."
Iowa Normal Monthly.—" Practical and well-arranged lessons on man-
ners."

Progressive Educator.—" Will prove to be most helpful to the teacher
who desires her pupils to be well-mannered."

ALL ORDERS £0

14 E. L. KELLOGG & CO., NEW YORK & CHICAGO.

Fitch's Lectures on Teaching.

Lectures on Teaching. By J. G. FITCH, M.A., one of Her
Majesty's Inspectors of ^Schools. England. Cloth, 16mo,
395 pp. Price, $1.25 ; to teachers, $1.00 ; by mail, postpaid.

Mr. Fitch takes as his topic the application of principles to
the art of teaching in schools. Here are no« vague and gen-
eral propositions, but on every page we find the problems of
the school-room discussed with definiteness of mental grip.
No one who has read a single lecture by this eminent man
but will desire to read another. The book is full of sugges-
tions that lead to increased power.

1. These lectures are highly prized in England.

2. There is a valuable preface by Thos. Hunter, President
of N. Y. City Normal College.

3. The volume has been at once adopted by several State
Reading Circles.

EXTRACT FROM AMERICAN PREFACE.

" Teachers everywhere among- English-speaking people have hailed
Mr. Fitch's work as an invaluable aid for almost every kind of instruc-
tion and school organization. It combines the theoretical and the prac-
tical; it is based on psychology ; it gives admirable advice on every-
thing- connected with teaching— from the furnishing of a school-room
to the preparation of questions for examination. Its style is singularly
clear, vigorous and harmonious."

Chicago Intelligence.— " All of its discussions are based on sound
psychological principles and give admirable advice."

Virginia Educational Journal— " He tells what he thinks so as to
be helpful to all who are striving to improve."

Lynn Evening Item.—" He gives admirable advice."

Philadelphia Eecord,— " It is not easy to imagine a more useful vol-
ume."

Wilmington Every Evening.—" The teacher will find in it a wealth
of help and suggestion."

Brooklyn Journal.—" His conception of the teacher is a worthy idea
for all to bear in mind."

New England Journal of Education : " This is eminently the work oi
a man of wisdom and experience. He takes a broad and comprehensive
view of the work of the teacher, and his suggestions on all topics are
worthy of the most careful consideration."

Brooklyn Eagle: "An invaluable aid for almost every kind of in-
struction and school organization. It combines the theoretical and the
practical ; it is based on psychology ; it gives admirable advice on every-
thing connected with teaching, from the furnishing of a school-room to
the preparation of questions for examination."

Toledo Blade • " It is safe to say, no teacher can lay claim to being
well informed who has not read this admirable work. Its appreciation
is shown by its adoption by several State Teachers' Beading Circled, as
a work to bo thoroughly read by its members.'

SEND ALL ORDERS TO

as E. L. KELLOGG & GO., NEW YORK & CHICAGO.

Hughes {Mistakes in Teaching.

BY JAMES J. HUGHES, Inspector of Schools, Toronto, Canada.
Cloth, 16mo, 115 pp. Price, 50 cents; to teachers, 40 cents;
by mail, 5 cents extra.

Thousands of copies of the old
edition have been sold. The new
edition is worth double the old;
the material has been increased,
restated, and greatly improved.
Two new and important Chapters
have been added on "Mistakes in
Aims," and "Mistakes in Moral
Training." Mr. Hughes says in hia
preface: "In issuing a revised edi-
tion of this book, it seems fitting to
acknowledge gratefully the hearty
appreciation that has been accorded
it by American teachers. Realiz-
ing as I do that its very large sale
, . indicates that it has been of service
*K to many of my fellow-teachers, I
\ have recognized the duty of enlarg-
ing and revising it so as to make it
still more helpful in preventing
JAMES L. HUGHES, Inspector of the common mistakes in teaching
Schools, Toronto, Canada. and training. »

This is one of the six books recommended by the N". Y. State
Department to teachers preparing for examination for State cer*
tificates.

CAUTION.

Our new AUTHORIZED COPYRIGHT EDITION, entirely rewritten by
the author, is the only one to ~buy. It is beautifully printed and
handsomely bound. Get no other.

CONTENTS OF OUR NEW EDITIONS.

CHAP. I. 7 Mistakes in Aim.
CHAP. II. 21 Mistakes in School Management.
CHAP. III. 24 Mistakes in Discipline.
CHAP. IV. 27 Mistakes in Method.
CHAP. V. 13 Mistakes in Moral Training.
' CJiaps. I. and V. are entirely new.

&END ALL ORDERS $6

20 E. L, KELLOGG & CO., NEW YORK & CHICAGO.

Hugbes Securing and Retaining Atten-

TION. By JAMES L. HUGHES, Inspector Schools, Toronto,
Canada, author of "Mistakes in Teaching." Cloth, 116 pp.
Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra.

This valuable little book has already become widely known to
American teachers. Our new edition has been almost entirely
re-written, and several new important chapters added. It is the
only AUTHOKIZED COPYRIGHT EDITION. Caution.—Buy no other.

WHAT IT CONTAINS.

I. General Principles; II. Kind* of Attention; III. Characteristics of Good
Attention ; IV. Conditions of Attention ; V. Essential Characteristics of the
Teacher in Securing and Retaining Attention; VI. How to Control a Class;
VII. Methods of Stimulating and Controlling a Desire for Knowledge; VIII.
How to Gratify and Develop the Desire for Mental Activity ; IX. Distracting
Attention; X. Training the Power of Attention; XI. General Suggestions
regarding Attention.

TESTIMONIALS.

S. P. Bobbins, Pres. McGill Normal School, Montreal, Can., writes to Mr.
Hughes:— "It is quite superfluous for me to say that your little books are
admirable. I was yesterday authorized to put the ' Attention ' on the list
of books to be used in the Normal School next year. Crisp and attractive
in style, and mighty by reason of its good, sound common-sense, it is a
book that every teacher should know."

Popular Educator (Boston):—" Mr. Hughes has embodied the best think-
ing of Iris life in these pages."

Central School Journal (la.).— " Though published four or five years
since, this book has steadily advanced in popularity."

Educational Courant (Ky.).— "It is intensely practical. There isn't a
mystical, muddy expression in the book."

Educational Times (England).—" On an important subject, and admir-
ably executed."

School Guardian (England).—" We unhesitatingly recommend it."
New England Journal of Education.—" The book is a guide and a
manual of special value."

New York School Journal.— " Every teacher would derive benefit from
reading this volume."

Chicago Educational "Weekly.— " The teacher who aims at best suc-
cess should study it."

Phil. Teacher.—" Many who have spent months in the school-room would
be benefited by it."

Maryland School Journal.—'1 Always clear, never tedious."

Va. Ed. Journal. — " Excellent hints as to securing attention."

Ohio Educational Monthly.—" We advise readers to send for a copy."

Pacific Home and School Journal. — " An excellent little manual."

Prest. James H. Hoose, State Normal School. Cortland, N. Y., says:—

" The book must prove of great benefit to the profession."
Supt. A. W. Edson, Jersey City, N. J.. says:—" A good treatise has long

been needed, and Mr. Hughes has supplied the want."

SEND AUj ORDEES TO

E. L. KELLOGG & CO.. NEW YORK & CHICAGO. 21

Johnsons Education by "Doing.

Education by Doing : A Book of Educative Occupations for
Children in School. By ANNA JOHNSON, teacher to the
Children's Aid Schools of New York City. With a prefatory
note by Edward E. Shaw, of the High School of Yonkers,
'.; N. Y. Handsome red cloth, gilt stamp. Price, 75 cents ;
to teachers, 60 cents ; by mail, 5 cents extra.

Thousands of teachers are asking the question: "How can 1
keep my pupils profitably occupied?" This book answers
the question. Theories are omitted. Every line is full of in-
struction.

1. Arithmetic is taught with blocks, beads, toy-money, etp.

2. The tables are taught by clock dials, weights, etc.

3. Form is taught by blocks.

4. Lines with sticks.

• 5. Language with pictures.

6. Occupations are given.

7. Everything is plain and practical.

EXTRACT FROM PREFATORY NOTE.

"In observing the results achieved by the Kindergarten, educators have
felt that Frcebel's great discovery of education by occupations must have
something for the public schools — that a further application of the *piv<
ting of experience and action in the place of boots and abstract thinking,
could be made beyond the fifth or sixth year of the child's life. Thj&
book is an outgrowth of this idea, conceived in the spirit of the « New
Education.*

" It will be widely welcomed, we believe, as it gives concrete methods
of work— the very aids primary teachers are in search of. There has beeu
a wide discussion of the subject of education, and there exists no littlu
confusion in the mind of many a teacher as to how he should impro^«
Upon methods that have been condemned."

Snpt. J. W. Skinner, Children's Aid Schools, says :— •• It is highly aypio

ciated by our teachers. It supplies a want felt by all."
Toledo Blade. — "The need of this book has been felt by teachers."
School Education- — "Contains a great many fruitful suggestions."
Christian Advance- — " The method is certainly philosophical."
Va. Ed. Journal.-—" The book is an outgrowth of Froebel's idea."
Philadelphia Teacher. — " The book is full of practical information."
Iowa Teacher. — "Kellogg's books are all good, but this is the beet foi

teachers."

The Educationist—" We regard it as very valuable."
School Bulletin.—" We think well of this book."
Chicago Intelligence. — " Will be found a very serviceable book."

•r SEND ALL ORDERS TO

22 E. L. KELLOGG & CO., NEW YORK & CHICAGO.

Kellogg s School {Management;

" A Practical Guide for the Teacher in the School-Room."
By AMOS M. KELLOGG, A.M. Sixth edition. Revised and
enlarged. Cloth, 128 pp. Price, 75 cents ; to teachers, 60
cents ; by mail, 5 cents extra.

This book takes up the most difficult of all school work,
viz. : the Government of a school, and is filled with original
and practical ideas on the subject. It is invaluable to the
teacher who desires to make his school a "well-governed"
school.

1. It suggests methods of awakening an interest in the
studies, and in school work. "The problem for the teacher,"
says Joseph Payne, " is to get the pupil to study." If he can do
this he will be educated.

2. It suggests methods of making the school attractive.
Ninety-nine hundredths of the teachers think young people
should come to school anyhow ; the wise ones know that a
pupil who wants to come to school will do something when
he gets there, and so make the school attractive.

3. Above all it shows that the pupils will be self -governed
when well governed. It shows how to develop the process of
self-government.

4. It shows how regular attention and courteous behaviour
may be secured,

5. It has an admirable preface by that remarkable man and
teacher, Dr. Thomas Hunter, Pres. N. Y. City Normal College.

Home and School.—" Is just the book for every teacher who wishes
to be a better teacher."

Educational Journal. — " It contains many valuable hints."
Boston Journal of Education.— "It is the most humane, instructive,
original educational work we have read in many a day."

Wis. Journal of Education.—" Commends itself at once by the num-
ber of ingenious devices for securing order, industry, and interest.

Iowa Central School Journal.—" Teachers will find it a helpful and
suggestive book."

Canada Educational Monthly.—" Valuable advice and useful sugges-
tions."

Normal Teacher.—" The author believes the way to manage is to civ-
ilize, cultivate, and refine."

School Moderator.—" Contains a large amount of valuable reading ;
school government is admirably presented."

Progressive Teacher.— " Should occupy an honored place in every
teacher's library."

Ed. Courant.— "It will help the teacher greatly/

Va. Ed. Journal.—" The author draw* from a larg-e experience.1'

SEND ALL ORDERS TO

KL. KELLOGG & CO., 25 CLINTON PLACE, N. I? 23

'INDUSTRIAL-

Loves Industrial Education.

Industrial Education ; a guide to Manual Training. ~ By

SAMUEL G. LOVE, principal of the Jamestown, (N, Y.)

public schools. Cloth, 12mo, 330 pp. with 40 full-page

plates containing nearly 400 figures. Price, $1.50; to

teachers, $1.20 ; by mail, 12 cents extra.

1. Industrial Education not understood. Probably the only

man who has wrought out the problem in a practical way is

Samuel G, Love, the superin-
tendent of the Jamestown (N.
Y.) schools. Mr. Love has now
about 2,400 children in the
primary, advanced, and high
schools under his charge ; he
is assisted by fifty teachers, so
that an admirable opportunity
was offered. In 1874 (about
fourteen years ago) Mr. Love
began his experiment ; gradu-
alty he introduced one occu-
pation, and then another, uatil
at last nearly all the pupils are
following some form of educat-
ing work.

2. Why it is demanded. The
reasons for introducing it are
clearly stated by Mr. Love. It
was done because the educa*
tion of the books left the pu-
pils unfitted to meet the prac-
tical problems the world asks them to solve. The world does
not have a field ready for the student in book-lore. The state-
ments of Mr. Love should be carefully read.

3. It is an educational book. Any one can give some
formal work to girls and boys. "What has been needed has
been some one who could find out what is suited to the little
child who is in the " First Keader," to the one who is in the
"Second Reader," and so on. It must be remembered the
effort is not to make carpenters, and type-setters, and dress-
makers of boys and girls, but to educate them by these occupa-
tions better than withoy,f them.

'LOVE*

SEND ALI^ ORDERS TO

E. L. KELLOGG & CO., NEW YORK & CHICAGO. 25

Payne's Lectures on the Science and

ART OF EDUCATION. Reading Circle Edition. By JOSEPH
PAYNE, the first Professor of the Science and Art of Edu-
cation in the College of Preceptors, London, England.
With portrait. 16mo, 350 pp., English cloth, with gold
back stamp. Price, $1.00 ; to teachers, 80 cents ; by mail,
7 cents extra. Elegant new edition from new plates.

Teachers who are seeking ta
know the principles of education
will find them clearly set forth in
this volume. It must be remem-
bered that principles are the basis
upon which all methods of teach-
ing must be founded. So valu-
able is this book that if a teacher
were to decide to own but three
works on education, this would
be one of them. This edition
contains all of Mr. Payne's writ-
ings that are in any other Ameri-
can abridged edition, and is the
only one with his portrait. It ia
far superior to any other edition
published.
JOSEPH PAYNE.

WHY THIS EDITION is THE BEST

(1.) The side-titles. These give the contents of the page.
(2.) The analysis of each lecture, with reference to the educa-
tional points in it. (3.) The general analysis pointing out the
three great principles found at the beginning. (4.) The index,
where, under such heads as Teaching, Education, The Child,
the important utterances of Mr. Payne are set forth. (5.)
Its handy shape, large type, fine paper, and press-work and
tasteful binding. All of these features make this a most val-
uable book. To obtain all these features in one edition, it
was found necessary to get out this new edition.

Ohio Educational Monthly.— "It does not deal with shadowy nieories;
it is intensely practical."

Philadelphia Educational News,—" Ought to be in library of every
progressive teacher."

Educational Courant.— " To know how to teach, more IF needed than
a knowledge of the branches taught. This is especially valuable."

Pennsylvania Journal of Education.— "Will be of practical value tg
Normal Schools and Institute

ALL

Jfc L. KELLOGG <& CO., NEW YORK <& CHICAGO, 27

Parker's Talks on Teaching.

Notes of "Talks on Teaching" given by COL. FRANCIS W,
PARKER (formerly Superintendent of schools of Quincys
Mass.), before the Martha's Vineyard Institute, Summer
of 1882. Eeported by LELIA E. PATRIDGE. Square 16mo,
5x6 1-2 niches, 192 pp. , laid paper, English cloth. Price,
$1.25 ; to teachers, $1.00 ; by mail, 9 cents extra.
The methods of teaching employed in the schools of Quincy,
Mass. , were seen to be the methods of nature. As they were
copied and explained, they awoke a great desire on the part
of those who could not visit the schools to know the underly-
ing principles. In other words, Colonel Parker was asked to
explain why he had his teachers teach thus. In the summer
of 1882, in response to requests, Colonel Parker gave a course
of lectures before the Martha's Vineyard Institute, and these
were reported by Miss Patridge, and published in this book.

The book became famous ;
more copies were sold of it in
the same time than of any
other educational book what-
ever. The daily papers, which
usually pass by such books
with a mere mention, devoted
columns to reviews of it.

The following points will
show why the teacher will
want this book.

1. It explains the " New
Methods." There is a wide
gulf between the new and the
old education. Even school
boards understand this.

2. It gives the underlying
principles of education. For it

must be remembered that Col. Parker is not expounding Ms
methods, but the methods of nature.

3. It gives the ideas of a man who is evidently an " educa-
tional genius," a man born to understand and expound educa-
tion. We have few such ; they are worth everything to the
human race.

4. It gives a biography of Col. Parker. This will help the
teacher of education to comprehend the man and his motives.

5. It has been adopted by nearly every State Reading Circle,

SEND AT.T. ORDBRS TO

E. L. KELLOGG & CO., NEW YORK <Sb CHICAGO. 29

The Practical Teacher.

Writings of FRANCIS W. PARKER, Principal of Cook Co.
Normal School, HI., and other educators, among which is
Joseph Payne's Visit to German Schools, etc. 188 large
8vo pages, 7^x10^ inches. Cloth. Price, $1.50; to
teachers, $1.20; by mail, 14 cents extra. New edition in
paper cover. Price, 75 cents ; to teachers, 60 cents ; by
mail, 8 cents extra.

These articles contain many things that the readers of the
" Talks on Teaching" desired light upon. The space occupied
enabled Col. Parker to state himself at the length needed for
clearness. There is really here, from his pen (taking out the
writings of others) a volume of 830 pages, each page about the
size of those in " Talks on Teaching."

1. The writings in this volume are mainly those of Col. F.
W. Parker, Principal of the Cook County Normal School.

2. Like the " Talks on Teaching " so famous, they deal with
the principles and practice of teaching.

3. Those who own the " Talks " will want the further ideas
from Col. Parker.

4. There are many things in this volume written in reply to
inquiries suggested in " Talks."

5. There is here really 750 pages of the size of those in
" Talks." " Talks " sells for $1.00. This for $1.20 and 14 cents
for postage.

6. Minute suggestions are made pertaining to Reading,
Questions, Geography, Numbers, History, Psychology, Peda-
gogics, Clay Modeling, Form, Color, etc.

7. Joseph Payne's visit to the German schools is given in
full ; everything from his pen is valuable.

8. The whole book has the breeze that is blowing from the
New Education ideas ; it is filled with Col. Parker's spirit.

PARTIAL LIST OF CONTENTS-

Beginnings. Beading— laws and principles ; Ruling Slates : Number
and Arithmetic; Geography; Moulding; History; Psychology; Peda-
gogics; Examinations; Elocution; Questioning on Pictures; on Flow-
ers ; on Leaves ; Rules in Language : Answers to questions respecting
the Spelling-Book ; List of Children's Books on History ; The Child's
Voice; Ideas before Words; Description of Pictures; Teaching of 1:
of 2; of 3 ;of 4; etc.; Form and Color; Breathing Exercises; Paper
Folding ; V erbatim report of lessons given in Cook Co. Normal School.
Busy Work ; Answers to Questions in Arithmetic, etc. ; Why teachers
drag out a monotonous existence ; Teaching of language to children ;
Supplementary Reading— list of books; Structural Geography; Letters
from Germany ; Hand and Eye Training ; Clay Modeling ; List of Edu-
cational Works ; Joseph Payne^visit to German Schools, etc., etc.

SEND ALL ORDEilS TO

SO & L. KELLOGG <fc CO., NEW YORK & CHICAGO.

Tatridges " Quincy {Methods "

The " Quincy Methods," illustrated ; Pen photographs from
the Quincy schools. By LELIA E. PATRIDGE. Illustrated
with a number of engravings, and two colored plates.
Blue cloth, gilt, 12rno, 686 pp. Price, $1.75 ; to teachers,
$1.40 ; by mail, 13 cents extra.

When the schools of Quincy, Mass., became so famous
under the superintendence of Col. Francis W. Parker, thou-
sands of teachers visited them. Quincy became a sort of
" educational Mecca," to the disgust of the routinists, whose
schools were passed by. Those who went to study the
methods pursued there were called on to tell what they had
seen. Miss Patridge was one of those who visited the schools
of Quincy ; in the Pennsylvania Institutes (many of which
she conducted), she found the teachers were never tired of
being told how things were done in Quincy. She revisited
the schools several times, and wrote down what she saw ; then
the book was made.

1. This book presents the actual practice in the schools of
Quincy. It is composed of " pen photographs."

2. It gives abundant reasons for the great stir produced by
the two words " Quincy Methods." There are reasons for the
discussion that has been going on among the teachers of late
years.

3. It gives an insight to principles underlying real educa-
tion as distinguished from book learning.

4. It shows the teacher not only what to do, but gives the
way in which to do it.

5. It impresses one with the spirit of the Quincy schools.

6. It shows the teacher how to create an atmosphere of hap«
piness, of busy work, and of progress.

7. It shows the teacher how not to waste her tune in worry
ing over disorder.

8. It tells how to treat pupils with courtesy, and get cour-
tesy back again.

9. It presents four years of work, considering Number,
Color, Direction, Dimension, Botany, Minerals, Form, Lan-
guage, Writing, Pictures, Modelling, Drawing, Singing,
Geography, Zoology, etc., etc.

10. There are 686 pages; a large book devoted to the realities
of school life, in realistic descriptive language. It is plain,
real, not abstruse and uninteresting.

11. It gives an insight into real education, the education
urged by Pestalozzi, Frcebeji Mani^JPage, Parker, etc.

ALL ORDERS tfd
E. L. KELLOGG & CO., NEW YORK & CHICAGO.

First Three Years of Childhood.

AN EXHAUSTIVE STUDY OF THE PSYCHOLOGY OF CHILDREN. By
BERNARD PEREZ. Edited and translated by ALICE M. CHRISTIE,
translator of " Child and Child Nature," with an introduction by
JAMES SULLY, M.A., author of "Outlines of Psychology," etc.
12mo, cloth, 324 pp. Price, 81.50 ; to teachers, $1.20 ; by mail, 10
cents extra.

This is a comprehensive treatise on the psychology of childhood, and
is a practical study of the human mind, not full formed and equipped
with knowledge, but as nearly as possible, ab origine — before habit,
environment, and education have asserted their sway and made their
permanent modifications. The writer looks into all the phases of child
activity. He treats exhaustively, and in bright Gallic style, of sensa-
tions, instincts, sentiments, intellectual tendencies, the will, the facul-
ties of aesthetic and moral senses of young children. He shows how
ideas of truth and falsehood arise in little minds, how natural is imita-
tion and how deep is credulity. He illustrates the development of im-
agination and the elaboration of new concepts through judgment,
abstraction, reasoning, and other mental methods. It Is a book that
has been long wanted by all who are engaged in teaching, and especially
by all who have to do with the education and training of children.

This edition has a new index of special value, and the book is care-
fully printed and elegantly and durably bound. Be sure to get our
standard edition.

OUTLINE OF CONTENTS.

CHAP.

IX. Association of Psvchical States

- Association— imagination.
X. Elaboration of Ideas— Judg-
ment — Abstraction — Com-
parison — Generalization —
Reasoning — Errors and Allu-
sions—Errors and Allusions
Owing to Moral Causes.
XI. Expression and Language.
XII. ^Esthetic Senses — Musical
Sense — Sense of Material
Beauty — Constructive In-
stinct—Dramatic Instinct.
XLU. Personalty— Reflection— Moral

CHAP.

I. Faculties of Infant before Birth
— First Impression of New-
born ChUd.

n. Motor Activity at the Begin-
ning of Life— at Six Months—
—at Fifteen Months.
in. Instinctive and Emotional Sen-
sations— First Perceptions.
IV. General and Special Instincts.
V. The Sentiments.
VI. Intellectual Tendencies— Ver-
acity—Imitation— Credulity.
VH. The Will.
VIII. Faculties of Intellectual Acqui-

sition and Retention— Atten- Sense,

tion— Memory.

Col. Francis W. Parker, Principal Cook County Normal and Training
School, Chicago, says:— "I am glad to see that you have published Perez's
wonderful work upon childhood. I shall do all I can to get everybody to read
it. It is a grand work."

John Bascom, Pres. Univ. of Wisconsin, says:—" A work of marked
interest."

Cr. Stanley Hall, Professor of Psychology and Pedagogy, Johns Hopkins
Univ., says: — "I esteem the work a very valuable one for primary and kin-
dergarten teachers, and for all interested in the psychology of childhood."

And many other strong commendations.

SEND ALL ORDERS TO

E. L. KELLOGG & CO., NEW YOllK & CHICAGO. 33

Reception Day. 6

A collection of fresh and original dialogues, recitations, ^decla-
mations, and short pieces for practical use in Public and
Private Schools. Bound in handsome new paper cover, 160
pages each, printed on laid paper. Price, 30 cents each; U
teachers, 24 cents; by mail, 3 cents extra.
The exercises in these books bear upon education; have a rela<
tion to the school-room.

1. The dialogues, recitations, and declamations gathered in

this volume being fresh, short,
I and easy^o be comprehended, are
.| well fitted for the average scholars
Si of our schools.

2. They have mainly been used
by teachers for actual schooj
exercises.

3. They cover a different ground
from the speeches of Demosthenes

| and Cicero — which are unfitted
for boys of twelve to sixteen
years of age.

4. They have some practical in-
terest for those who use them.

5. There is not a vicious sen-
tence uttered. In some dialogue
books profanity is found, or dis-
obedience to parents encouraged,
or lying laughed at. Let teachers
look out for this.

6. There is something for the
youngest pupils.

NEW COVER.

7. "Memorial -Day Exercises" for Bryant, Garfield, Lincoln,
etc., will be found.

8. Several Tree Planting exercises are included.

9. The exercises have relation to the school-room, and bear
upon education.

10. An important point is the freshness of these pieces. Most
of them were written expressly for this collection, and can be
found nowhere else.

Boston Journal of Education.— " It is of practical value."
Detroit Free Press,—" Suitable for public and private schools."
Western Ed, Journal.— " A series of very good selections."

34:

SEND ALL ORDERS TO

E. L. KELLOGG & CO., NEW YORK & CHICAGO.

WHAT EACH NUMBER CONTAINS.

No. 1

Is a specially fine number. One dia-
logue in it, called " Work Conquers,"
for 11 girls and 6 boys, has been given
hundreds of times, and is alone worth
the price of the book. Then there
are 21 other dialogues.
29 Recitations.
14 Declamations.
17 Pieces for the Primary Class.

No. 2, Contains

29 Recitations.
12 Declamations.

17 Dialogues.

24 Pieces for the Primary Class.

And for Class Exercise as follows:

The Bird's Party.

Indian Names.

Valedictory.

Washington's Birthday.

Garfield Memorial Day.

Grant

Whittier "

Sigourney "

No. 3 Contains

Fewer of the longer pieces and more
of the shorter, as follows :

18 Declamations.

21 Recitations.

22 Dialogues.

24 Pieces for the Primary Class.
A Christmas Exercise.
Opening Piece, and
An Historical Celebration.

No. 4 Contains

Campbell Memorial Day.
Longfellow " "
Michael Angelo "
Shakespeare "
Washington " "
Christmas Exercise.
Arbor Day
New Planting "
Thanksgiving "
Value of Knowledge Exercise.
Also 8 other Dialogues.
21 Recitations.

23 Declamations.

No. 5 Contains

Browning Memorial Day.
Autumn Exercise.
Bryant Memorial Day.
New Planting Exercise.
Christmas Exercise.
A Concert Exercise.

24 Other Dialogues.
16 Declamations, and
36 Recitations.

No. 6 Contains
Spring; a flower exercise for very

young pupils.
Emerson Memorial Day.
New Year's Day Exercise.
Holmes' Memorial Day.
Fourth of July Exercise.
Shakespeare Memorial Day.
Washington's Birthday Exercise.
Also 6 other Dialogues.
6 Declamations.
41 Recitations.

15 Recitations for the Primary Class.
And 4 Songs.

Our RECEPTION DAY Series is not sold largely by booksellers,
who, if they do not keep it, try to have you buy something else
similar, but not so good. Therefore send direct to the publishers,
by mail, the price as above, in stamps or postal notes, and your
order will be filled at once. Discount for quantities.

SPECIAL OFFER.

If ordered at one time, we will send postpaid the entire
6 Nos. for $1.40. Note the reduction.

BEND AUU OBDBRS TO

f. L. KELLOGG <fc CO., JVJS7TF YORK & CHICAGO. 35

Seeteys Grube s Method of Teaching

ARITHMETIC. Explained and illustrated. Also the im-
provements on the method made by the followers of
Grube in Germany. By LEVI SEELEY, Ph.D. Cloth,
176 pp. Price, $1.00 ; to teachers 80 cents ; by mail,
7 cents extra.

1. IT is A PHILOSOPHICAL
WORK. — This book has a sound
philosophical basis. The child
does not (as most teachers seem
to think) learn addition, then
subtraction, then multiplica-
tion, then division; he learns
these processes together. Grube
saw this, and founded his sys-
tem on this fact.

2. IT FOLLOWS NATURE'S
PLAN. — Grube proceeds to de-
velop (so to speak) the method
by which the child actually be-
comes (if he ever does) ac-
quainted with 1, 2, 3, 4, 5, etc.
This is not done, as some sup-
pose, by writing them on a
slate. Nature has her method ;
she begins with THINGS; after

handling two things in certain ways, the idea of two is ob-
tained, and so ot other numbers. The chief value of this
book then consists in showing what may be termed the way
nature teaches the child number.

3. IT is VALUABLE TO PRIMARY TEACHERS.— It begins and
shows how the child can be tanght 1, then 2, then 3, &c.
Hence it is a work especially valuable for the primary teacher.
jt gives much space to showing how the numbers up to 10 are
taught; for if this be correctly done, the pupil will almost
teach himself the rest.

4. IT CAN BE USED IN ADVANCED GRADES.— It discusses
methods of teaching fractions, percentage, etc., so that it is a
work valuable for all classes of teachers.

5 IT GUIDES THE TEACHER'S WORK. — It shows, for exam-
ple, what the teacher can appropriately do the first year, what
the second, the third, and the fourth. More than this, it sug-
gests work for the teacher she would otherwise omit.

Taking it altogether, it is the best work on teaching num*
tcr ever published. It is very hanclflomely printed and bound*

SfcNB ALL ORDERS TO

E. L. KELLOGG & CO., NEW YORK AND CHICAGO. 37

Sbaw's Rational Question "Book.

" THE NATIONAL QUESTION BOOK." A graded course of
study for those preparing to teach. By EDWARD R. SHAW,
Principal of the High School, Yonkers, N. Y., author of
" School Devices,'' etc Bound in durable English buck-
ram cloth, with beautiful side-stamp. 12mo, 400 pp.
Price, $1.85; net to teachers, postpaid.
A new edition of this popular book is now ready, containing
the following

NEW FEATURES:

BEADING. An entirely new chapter with answers.
ALCOHOL and its effects on the body. An entirely new
chapter with answers.

THE PROFESSIONAL GRADE has been entkely re-
written and now contains answers to every question.

This work contains 6,500 Questions and Answers on 24
Different Brandies of Study.

ITS DISTINGUISHING FEATURES.

1. It aims to make the teacher a BETTER TEACHER.

11 How to Make Teaching a Profession" has challenged the
attention of the wisest teacher. It is plain that to accomplish
this the teacher must pass from the stage of a knowledge of
the rudiments, to the stage of somewhat extensive acquire-
ment. There are steps in this movement ; if a teacher will
take the first and see what the next is, he will probably go on
to the next, and so on. One of the reasons why there has
been no movement forward by those who have made this first
step, is that there was nothing marked out as a second step.

2. This book will show the teacher how to go forward.

In the preface the course of study usually pursued in our
best normal schools is given. This proposes four grades;
third, second, first, and professional. Then, questions are
given appropriate for each of these grades. Answers follow
each section. A teacher will use the book somewhat as
follows :— -If he is in the third grade he will put the questions
found in this book concerning numbers, geography, history,
grammar, orthography, and theory and practice of teaching
to himself and get out the answer. Having done this he will
go on to the other grades in a similar manner. In this way
he will know as to his fitness to pass an examination for

SEND ALL ORDEBS TO

38 E. L. KELLOGG & CO., NEW YORK <& CHICAGO.

these grades. The selection of questions is a good one.

3. It proposes questions concerning teaching itself.

The need of studying the Art of Teaching is becoming more
and more apparent. There are questions that will prove very
suggestive and valuable on the Theory and Practice of Educa-
tion.

4. It is a general review of the common school and higher
studies.

Each department of questions is followed by department of
answers on same subject, each question being numbered, and
answer having corresponding number.

Arithmetic, 3d grade. English Literature, 1st grade.

Geography, 2d and 3d grade. Natural Philosophy, "

U. S. History, 2d and 3d grade. Algebra, professional grade.

Grammar, 1st, 2d, and 3d grade. General History, profess, grade.

Orthography and Orthoepy,3d grade. Geometry,

Theory and Practice of Teaching, Latin, " "

1st, 2d, and 3d grade. Zoology,

Rhetoric and Composition, 2d grade. Astronomy,

Physiology, 1st and 2d grade. Botany,

Bookkeeping, 1st and 2d grade. Physics,

Civil Government, 1st and 2d grade. Chemistry,

Physical Geography, 1st grade. Geology,

5. It is carefully graded into grades corresponding to those
into which teachers are usually classed.

It is important for a teacher to know what are appropriate
questions to ask a third grade teacher, for example. Exam-
iners of teachers, too, need to know what are appropriate
questions. In fact, to put the examination of the teacher into
a proper system is most important.

6. Again, this book" broadens the field, and will advance
education. The second grade teacher, for example, is exam-
hied in rhetoric and composition, physiology, book-keeping,
and civil government, subjects usually omitted. The teacher
who follows this book faithfully will become as near as possi-
ble a normal school graduate. It is really a contribution to
pedagogic progress. It points out to the teacher a road to
professional fitness.

7. It is a useful reference work for every teacher and priv-
ate library.

Every teacher needs a book to turn to for questions, for
example, a history class. Time is precious ; he gives a pupil
the book saying, " Write five of those questions on the black-
board ; the class may brin£ in answers to-morrow." A book,

SEND ALL ORDERS TO

E. L. KELLOGG & CO., NEW YORK & CHICAGO. 45

Teachers Manuals Series.

Each is printed in large, clear type, on good paper. Paper

cover, price 15 cents; to teach-
ers, 12 cents; by mail, 1 cent
extra.

There is a need of small vol-
umes— "Educational tracts," that
teachers can carry easily and study
as they have opportunity. The
following numbers have been al-
ready published.

It should be noted that while
our editions of such of these little
books that are not written specially
for this series are as low in price
as any other, the side-heads, top-
ics, and analyses inserted by the
editor, as well as the excellent
paper and printing, make them
far superior in every way to any
other edition.

J. G. FITCH, Inspector of the We would suggest that city mper-
Training Colleges of England. inUudentsor conductors of institutes

wpply each of their teachers with copies of tliese little books. Special

rates for quantities.

No. i. Fitch's Art of Questioning.

By J. G. FITCH, M.A., author of " Lectures on Teaching." 38 pp.
Already widely known as the most useful and practical essay on this most
important part of the teachers' lesson-hearing.

No. 2. Pitch's Art of Securing Attention.

By J. G. FITCH, M. A. 39 pp.

Of no less value than the author's " Art of Questioning."

No. 3. Sidgwick's On Stimulus in School.

By ARTHUR SIDGWICK, M.A. 43 pp.

" How can that dull, lazy scholar be pressed on to work up his lessons
with a will?" This bright essay will tell how it can be done.

No. 4. Yonge's Practical Work in School.

By CHARLOTTE M. YONGE, author of " Heir of Redclyffe," 35 pp.
All who have read Miss Yonge's books will be glad to read of her views
on School Work.

No. 5. Fitch's Improvement in the Art of Teaching.

By f. G. FITCH, M.A. 25 pp.

This thoughtful, earnest essay will bring courage and help to many a
teacher who is struggling to do better work. It includes a course of study
for Teachers' Training Classes.

SEND ALL ORDERS TO

46 E. L. KELLOGG & CO., NEW YORK & CHICAGO.
No. 6. Gladstone's Object Teaching.

By J. H. GLADSTONE, of the London (Eng.) School Board. 25 pp.
A short manual full of practical suggestions on Object Teaching.

No. 7. Huntington's Unconscious Tuition.

Bishop Huntington has placed all teachers under profound obligations to
him by writing this work. The earnest teacher has felt its earnest spirit,
due to its interesting discussion of the foundation principles of education.
It is wonderfully suggestive.

No. 8. Hughes' How to Keep Order.

By JAMES L. HUGHES, author of " Mistakes in Teaching."
Mr. Hughes is one of the few men who know what to say to help a young
teacher. Thousands are to-day asking, " How shall we keep order ?"
Thousands are saying, " I can teach well enough, but I cannot keep order."
To such we recommend this little book.

No. 9. Qiiick's How to Train tie Memory.

By Rev. R. H. QUICK, author of " Educational Reformers."
This book comes from school-room experience, and is not a matter of
theory. Much attention has been lately paid to increasing the power of
memory. The teacher must make it part of his business to store the
memory, hence he must know how to do it properly and according to the
laws of the mind.

No. 10. Hoffman's Kindergarten Gifts.

By HEINRICH HOFFMAN, a pupil of Froebel.

The author sets forth very clearly the best methods of using them for
training the child's senses and power of observation.

No. ii. "Butler's Argument for Manual Training.

By NICHOLAS MURRAY BUTLER, Pres. of N. Y. College for Training of
Teachers.
A clear statement of the foundation principles of Industrial Education.

No. 12. Groff's School Hygiene.

By Pres. G. G. GROFF, of Bucknell University, Pa.

We wish that every teacher could read carefully and put in practice the
clearly-stated principles of School Hygiene given in this little book. Care
of the eyes, light, ventilation, wells, water-closets, etc., are fully treated,
with several illustrations.

THIS LIST IS CONSTANTLY BEING ADDED TO.
NOTICES.

Central School Journal (Iowa.— " The demand is for small books on great
subjects."

S. W. Journal of Education.—" Glad to see such valuable papers in such
a cheap form."

Va, School Journal.—" Teachers' manuals in the broad sense."

Wisconsin School Journal— " The series are deserving the highest com-
mendation."

Mucation (Boston).—1' Capital little books."
ence (N. Y. City). — " Contain materials that will prove suggestive to
teachers."

Progressive Teacher.— "Valuable additions to a series already famous."

School Herald (Chicago). — "We must commend the good judgment in
selecting these books."

Educational Hecord (Canada).—" Every progressive teacher ought t<?
have them."

SEND ALL, ORDERS TO

E. L. KELLOGG & CO., NEW YORK & CHICAGO. 47

Welch's Teachers Psychology.

A Treatise on the Intellectual Faculties, the Order of the
Growth, and the Corresponding Series of Studies by which
they are Educated. By the late A. S. Welch, Professor of
Psychology, Iowa Agricultural College, formerly Pres. of
the Mich. Normal School. Cloth, 12mo, 300 pp., $1.25; to
teachers, $1; by mail, 12 cents extra. Special terms to
Normal Schools and Reading Circles.

A mastery of the branches to be taught was once thought to be
an all-sufficient preparation for teaching. But it is now seen that
there must be a knowledge of the mind that is to be trained.
Psychology is the foundation of intelligent pedagogy. Prof.
Welch undertook to write a book that should deal with mind-
unfolding, as exhibited in the
school-room. He shows what is
meant by attending, memorizing,
judging^ abstracting, imagining,
classifying, etc., as it is done by
the pupil over his text-books. First,
there is the concept; then there is
(1) gathering concepts, (2) storing
concepts, (3) dividing concepts,
(4) abstracting concepts, (5) build-
ing concepts, (6) grouping con-
cepts, (7) connecting concepts,
(8) deriving concepts. Each of
these is clearly explained and il-
lustrated ; the reader instead of
being bewildered over strange
terms comprehends that imagina-
tion means a building up of con-
cepts, and so of the other terms.
A most valuable part of the book
is its application to practical education. How to train these
powers that deal with the concept — that is the question. There
must be exercises to train the mind to gather, store, divide, abstract,
build, group, connect, and derive concepts. The author shows
what studies do this appropriately, and where there are mistakes
made in the selection of studies. The book will prove a valuable
one to the teacher who wishes to know the structure of the mind
and the way to minister to its growth. It would seem that ^ at
last a psychology had been written that would be a real aid, in-
stead of a hindrance, to clear knowledge,

DR. A. S. WELCH.

SEND ALL ORDERS TO

52 K L. KELLOGG & (70., NEW YOEK & CHICAGO.

Woodbutt's Simple Experiments for the

SCHOOL-ROOM. By Prof. JOHN F. WOODHULL, Prof, of
Natural Science in the College for the Training of Teachers,
New York City, author of ' ' Manual of Home-Made Appa-
ratus." Cloth, 16mo. Price, 50 cents; to teachers, 40 cents;
by mail, 5 cents extra.

This book contains a series of simple, easily-made experiments,
to perform which will aid the comprehension of every-day phe-
nomena. They are really the very lessons given by the author in
the Primary and Grammar Departments of the Model School in
the College for the Training of Teachers, New York City.

The apparatus needed for the experiments consists, for the most
part, of such things as every teacher will find at hand in a school-
room or kitchen. The experiments are so connected in logical
order as to form a continuous exhibition of the phenomena of
combustion. This book is not a science catechism. Its aim is to
train the child's mind in habits of reasoning by experimental
methods.

These experiments should be made in every school of our
country, and thus bring in a scientific method of dealing with
nature. The present method of cramming children's minds with
isolated facts of which they can have no adequate comprehension
is a ruinous and unprofitable one. This book points out the
method employed by the best teacJiers in the best schools.

WHAT IT CONTAINS.

I. Experiments with Paper.
H. " Wood.

III. a Candle.

IV. " Kerosene.
V. Kindling Temperature.

VI. Air as an Agent in Combustion.
VII. Products of Complete '*
VIII. Currents of Air, etc.— Ventila-
IX. Oxygen of the Air. [tion.

X. Chemical Changes.

In all there are 91 experiments described, illustrated by 35
engravings.

Jas, H. Canfield, Univ. of Kans., Lawrence, says:—" I desire to say most
emphatically that the method pursued is the only true one in all school
work. Its spirit is admirable. We need and must have far more of this
instruction."

J. C. Packard, Univ. of Iowa, Iowa City, says:—" For many years shut up
to the simplest forms of illustrative apparatus, I learned that the necessity
was a blessing, since so much could be accomplished by home-made ap-
paratus— inexpensive and effective."

Henry R, Kussell, Woodbury, N. J., Supt. of the Friends School:— "Ad-
mirable little book. It is just the kind of book we need,"

S. T. Button, Supt. Schools, New Haven, Ct.— " Contains just the kind of
help teachers need in adapting natural science to common schools."

Sfetffc ALL ORDERS TO

E. L. KELLOGG & CO., NEW YORK & CHICAGO.

Song Treasures.

THE PRICE HAS BEEN
GREATLY REDUCED.

Compiled by AMOS M. KELLOGG, editor of the SCHOOL JOUR*
NAL. Beautiful and durable postal-card manilla cover,
printed in two colors, 64 pp. Price, 15 cents each; to teachers,
12 cents; by mail, 2 cents extra. 30th thousand. Write for
our special terms to schools for quantities. Special terms for use
at Teachers' Institutes.
This is a most *

valuable col- J

lection of mu- j

sic for all

schools and in- j

stitutes.

1. Most of I
the pieces have
been selected I
by the teachers
as favorites in |
the schools.
They are the
ones the pupils
love to sing.
It contains
nearly 100'
pieces.

2. All the pieces " have a ring to them ;" they are easily
learned, and will not be forgotten.

3. The themes and words are appropriate for young people.
In these respects the work will be found to possess unusual merit.
Nature, the Flowers, the Seasons, the Home, our Duties, our
Creator, are entuned with beautiful music.

4. Great ideas may find an entrance into the mind through
music. Aspirations for the good, the beautiful, and the true are
presented here in a musical form.

5. Many of the words have been written especially for the
book. One piece, " The Voice Within Us/' p. 57, is worth the
price of the book.

6. The titles here given show the teacher what we mean :

Ask the Children, Beauty Everywhere, Be in Time, Cheerfulness,
Christmas Bells, Days of Summer Glory, The Dearest Spot, Evening Song,
Gentle Words, Going to School, Hold up the Right Hand, I Love the Merry,
Merry Sunshine, Kind Deeds, Over in the Meadows, Our Happy School,
Scatter the Germs of the Beautiful, Time to Walk, The Jolly Workers, The
Teacher's Life, Tribute to Whitl '

UNIVERSITY OF CALIFORNIA LIBRARY
BERKELEY

THIS BOOK IS DUE ON THE LAST DATE
STAMPED BELOW

Books not returned on time are subject to a fine of
50c per volume after the third day overdue, increasing
to $1.00 per volume after the sixth day. Books not in
demand may be renewed if application is made before
expiration of loan period.

FEB181918

•

MAR 26 1940

NOV 2 9

APR &

AUG 10192!

AUG

YB 04^06

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